Introductory Seminars 2013-14 Catalog by VPUE Stanford University

IntroSems aren’t about being told information, but instead professors bring you into the process of learning.”

When your Intro Sem professors are talking about their research and their path to where they are now, you start thinking maybe you could do that too.”

A Message from the Director of the Introductory Seminars Program Introductory Seminars invite you to be part of a learning community that fosters your personal intellectual exploration and growth. Some students choose seminars to explore unfamiliar ideas, while others opt to focus on a deep intellectual passion. These small classes encourage you to collaborate with other students and often lead to new friendships. You also get to know faculty who are eager to share their enthusiasm for a topic of shared interest and who enjoy the opportunity to work closely with freshmen and sophomores. On behalf of the Stanford faculty, I welcome you to Introductory Seminars. I hope to see you enroll in one or more of the seminars during the upcoming year. Russell Berman Walter A. Haas Professor in the Humanities Director, Stanford Introductory Seminars

My IntroSem was amazing and defined what Stanford would be for me: innovative, interesting, enriching, and fun.

Deadlines autumn seminars

winter seminars

spring seminars

Tuesday, September 3, 2013 5:00 p.m.

Monday, November 11, 2013 5:00 p.m.

Monday, February 24, 2014 5:00 p.m.

Contact Information

Contents

website introsems.stanford.edu

Introductory Seminars: What? Who? Why?

application website vcais.stanford.edu e-mail introsems@stanford.edu phone (650) 724-2405 address Introductory Seminars Sweet Hall, Second Floor 590 Escondido Mall Stanford, CA 94305-3068

What Is an IntroSem? Who Teaches IntroSems? Why Take an IntroSem?

Introductory Seminars: Creating an Intellectual Community

4–5

Matching Faculty and Students About Writing Your Essay How to Submit Your Essay About Enrolling Study Lists Scheduling Conflicts WRITE-2 Introductory Seminars

Treasure Hunt 6 Autumn Course Descriptions and Faculty Profiles

Freshman Preference Sophomore Preference

Winter Course Descriptions and Faculty Profiles

Freshman Preference Sophomore Preference

Spring Course Descriptions and Faculty Profiles

2–3

7–44 8 29

45–80 46 68

82–115

Freshman Preference Sophomore Preference

92 101

Course Selection Worksheet

116

Indices

117

117 121 125

Course Index Department/Program Index Faculty Index

Introductory Seminars: What Is an IntroSem? IntroSems are small classes especially designed to invite freshmen and sophomores into the scholarly life of the University. More than 200 courses offer the opportunity to explore a potential career path, expand your academic scope and perhaps discover a new passion. You will work closely in the classroom with faculty and other students who share your interests and occasionally get together for informal social events, meals or field trips. IntroSems build intellectual communities and friendships that will enrich your Stanford education.

Not only are IntroSems a wonderful opportunity to build a relationship with a professor, but they also give you a great network of freshman outside of your dorm. I connected with my professor as a person, and the classroom felt like a community.”

Who Teaches IntroSems? Faculty from all seven Stanford Schools (Business, Earth Sciences, Education, Engineering, Humanities and Sciences, Law, Medicine) teach IntroSems because they want to work with first- and second-year students. As you look through this catalog, take the time to read the biographies of the professors who teach seminars, and you will discover: ❚❚ 2 Pulitzer Prize winners;

❚❚ 91 Humanities and Science Dean’s Award recipients for exceptional teaching ❚❚ 40 Bass University Fellows, for extraordinary contribution to undergraduate education

❚❚ 6 Nobel Laureates;

❚❚ 22 Hoagland Award recipients, for curriculum design and teaching excellence

❚❚ 100 members of American Academy of Arts and Sciences;

❚❚ 21 Walter J. Gores Award recipients, Stanford’s highest recognition for teaching and advising

❚❚ 41 National Academy of Science members; and

❚❚ 21 Lloyd W. Dinkelspiel Award recipients, for distinguished service to undergraduate education

❚❚ 11 MacArthur “genius” award recipients.

To quote one of these distinguished members of the faculty, In Introductory Seminars, a group spirit emerges, discussion is rigorous, expectations of serious intellectual discussions take hold, and students and the instructor establish a relationship that often lasts for the remainder of their time at Stanford.”

IntroSem faculty have collectively received more than 200 awards and prizes for teaching excellence and for dedication to undergraduate education:

❚❚ 17 Phi Beta Kappa Teaching Prize recipients, for teaching excellence and student intellectual development ❚❚ 13 Allan V. Cox Medal recipients in recognition of faculty-student research collaboration

What? Who? Why? Why Take an Introductory Seminar? Get to know professors. In an IntroSem, even when your professors are really famous (such as a Nobel Prize winner), because it is a small class, you get to know them. It’s possible to develop a relationship and realize that they are just people and they like you!”

Determine if the academic path you are considering feels right. IntroSems help you decide about really hard core math, science, or engineering fields because you get to do the real work of that discipline and figure out if it is for you.”

Explore an issue that intrigues you. I took an Aero-Astro IntroSem. There is no other way that you would be able to take a course in that field without a lot of pre-requisite classes.”

Engage in discussion, hands-on activities, fieldtrips, guest speakers, and community-based service learning. My IntroSem was extremely hands-on, which makes learning fun. We had guest lecturers who are venture capitalists, inventors, and CEO’s, which is very helpful in preparing us for life.”

Discover an intellectual community. Through our class discussions, group projects, and field trips, I have come to feel very close to the students in my IntroSem. They have become my core group of friends because we share the same interests.”

Fulfill General Education Requirements.

IntroSems that fulfill General Education Breadth Requirements are listed in Explore Courses (explorecourses. stanford.edu/) and on the IntroSem website (introsems.stanford.edu).

Class of 2017: Ways of Thinking, Ways of Doing Aesthetic and Interpretive Inquiry Applied Quantitative Reasoning Creative Expression Engaging Diversity Ethical Reasoning Formal Reasoning Scientific Method and Analysis Social Inquiry

Class of 2016: GER’s Disciplinary Breadth Education for Citizenship 3

Introductory Seminars: Creating Matching Faculty and Students

IntroSems help create communities of learners who share intellectual interests. Faculty write their course descriptions and biographies as a way of helping you locate the seminars that match your interests. Similarly, the essay you write helps faculty identify students who share their interests and who want to make a strong contribution to building the classroom community. Starting August 1st you can submit up to three essays for seminars in autumn, winter and spring at vcais.stanford.edu.

About Writing Your Essay

Faculty look for students who will bring enthusiasm, curiosity, and a variety of interests and perspectives to their class. They do not expect you to come to an IntroSem having previously studied the subject formally.

Think of your essay as a story.

Show your draft essay to someone.

Reflect on why you are interested in the IntroSem and how you think you will contribute to the class. How did you come to this interest? Did it arise from an experience? From a reading you have done? Is your connection to the topic related to your family, culture, or participation in some activity?

Friends, family and academic advisors can help you clarify your thoughts and avoid generalizations and overly elaborate vocabulary. They will be able to tell if you sound true to who you are and honest in expressing your interest in the topic.

Be brief. Faculty prefer to read essays that are concise. An account of specific details unique to you is more compelling than generalizations that could describe anyone.

The Online Essay Question Please write an essay of no more than 350 words explaining why you are interested in taking this seminar. Think about these questions: “What sparked your interest? What do you think you could contribute to the seminar?” Among the possible topics to consider: personal and cultural background; long-term or recently discovered interests; previous academic experience; desire to explore a new field; community service; hobbies or other activities, etc. Include details that illustrate your interest and use full sentences. 4

Be yourself. Some faculty look for previous experience and some don’t; some prefer to work with students who want to major in the field related to the seminar while others prefer students without background in the field. In most cases, faculty select a diversity of students. The best approach is to be genuine and authentic in presenting yourself. The Hume Writing and Speaking Center offers assistance to students writing IntroSem essays. In August, online and telephone services are available. During the academic year, individual appointments with Hume Writing and Speaking Center consultants will also be offered. Visit hwc.stanford.edu to set up a consultation. For information on days, times, locations, and WAYS certification, check the Registrar’s official course listing on Axess: explorecourses.stanford.edu.

an Intellectual Community How To Submit Your Essay 1. Log-in to the IntroSem course website: vcais.stanford.edu. 2. Select the seminar(s) you want to take and look to see whether you need to answer additional questions specific to that class. 3. Write, revise, and save a copy of your essay(s) before you paste the text into the web form, as the online system might time-out. 4. Repeat steps 2 and 3 for up to three seminars in each quarter. A separate essay is required for each seminar.

5. If you submit essays for more than one seminar in a quarter, you will be asked to assign each seminar a preference ranking. 6. Submit your essay(s) before the quarterly deadline. It is advisable to prepare your essay(s) early; you may edit essay(s) up to the deadline. Faculty will not review essays until after the deadline. 7. Look for a confirmation email that acknowledges that your essay has been received. Contact introsems@stanford.edu if you have any problems.

About Enrolling

You may take as many IntroSems as you like, provided that you obtain instructor permission either through the online process, by email, or in-person, as late as the first class meeting. The results of the online process are posted a week after the submission deadline. Any seminar which has a space available will be identified on introsems.stanford.edu, and is open for enrollment with the permission of the instructor.

Study Lists

Scheduling Conflicts

IntroSems can be added to your Axess Study List in three ways:

The automatic enrollment process may result in scheduling conflicts between an IntroSem and the other courses on your Study List, including Thinking Matters or PWR1 or PWR2. It is up to you to decide which of the conflicting courses has the highest priority for you and to take the steps necessary to resolve the conflict. You should consult with your Academic Director in making these decisions.

1. Students who are accepted into an IntroSem are automatically enrolled by the IntroSem Program; you will want to make sure there is space in your study list to accept the automatic enrollment. If the course cannot be added, your instructor will not see your name on their official class roster and you may lose your place. 2. Waitlisted students will be entered by the IntroSem Program into the Axess class roster waitlist. Be sure to keep units open on your study list so that if a space becomes open, your schedule will accommodate automatic enrollment. Also, go to the first class to let the instructor know of your continued interest. 3. If you receive instructor permission to enroll in the seminar after the close of the online process, via email or in person, you may add the seminar to your study list when the course is opened in Axess about a week before the quarter begins.

WRITE-2 Introductory Seminars These IntroSems function as your required PWR2 course. You must still rank the PWR2 courses in the quarter you are assigned. If you are placed in a WRITE-2 it will replace your PWR2 assignment. Enrollment (both adds and drops) for WRITE-2 courses is managed jointly by the IntroSem and PWR offices. If you are placed into a WRITE-2 course, look for another email with specific details about the course. Due to limited space, students may enroll in only one WRITE-2 IntroSem.

If you decide to drop a seminar from your Axess Study List, be sure to inform the seminar faculty via email as soon as possible to make room for other interested students. 5

Treasure Hunt

ollow the clues below and find the matching Introductory Seminar (hint: there may be more than one). More than 25 prizes will be awarded from among entries with the correct answers submitted to introsems@stanford.edu by September 14, 2013.

In which seminar will you: ❚❚ Find out about the major food of vampires? ❚❚ Study the “wallpaper of daily life?” ❚❚ Make a digital profile? ❚❚ Adopt the life-span approach to research on human development? ❚❚ Learn about a schizophrenic soldier who murders his lover? ❚❚ Examine an ‘über-material’? ❚❚ Meet at CCRMA? ❚❚ Study the Occupy Movement? ❚❚ Take a field trip to coastal areas of Northern California? ❚❚ Visit an aquarium? ❚❚ Listen to sounds of underwater creatures? ❚❚ Explore the ethical dimensions of nuclear waste storage?

autumn seminars Essays must be submitted online at vcais.stanford.edu

In my IntroSem, my group was so into our project that everyone did as much as they could. It has carried on past the class, and weâ&#x20AC;&#x2122;re actually building a campus project from what we did in the IntroSem.â&#x20AC;?

FRESHMAN AUTUMN

APPLIED PHYSICS (APPPHYS) 77N | 3 UNITS |

APPLIED PHYSICS (APPPHYS) 79N | 3 UNITS |

Functional Materials and Devices

Energy Options for the 21st Century

Prerequisite: a concurrent freshman-level physics class is recommended but not required.

ne of the key components in the development of newer, better devices has been the development of new functional materials. Materials with magnetic functionality have enabled a number of products that we take for granted in everyday lifeâ&#x20AC;&#x201D;besides examples of magnetic storage media and read heads, there are induction stoves, loudspeakers, transformers, and in some other parts of the world, levitating trains. In this seminar, we will use case studies to explore how magnetically functional materials are incorporated into devices. We will study the fundamental magnetic concepts associated with each device and the specific materials that have enabled them. We will also explore dielectric materials and their incorporation into devices ranging from quartz watches to spark generators to fuel cells. Hands-on sessions will include demonstrations of magnetic levitation and taking apart devices such as piezoelectric buzzers and loudspeakers, in order to discover firsthand how functional materials are incorporated. Yuri Suzuki recently joined the Stanford faculty as professor in the Department of Applied Physics. She earned her B.A. in physics at Harvard and a Ph.D. in applied physics at Stanford. After postdoctoral work at Bell Labs, she was on the faculty at Cornell and, more recently, UC Berkeley. Her research is at the intersection of condensed matter physics and materials science. In particular, she is focused on the development of new functional thin film materials to answer fundamental physics questions and to incorporate these materials into potential applications, including new electronics for energy and information technologies.

e will look at choices that can be envisioned for meeting the future energy needs of the United States and the rest of our planet, and evaluate their strengths and weaknesses. This seminar will explore the basic physics of energy sources, the technologies we might employ, and some of the intertwined public policy issues. The first half of the course will survey possible energy technologies and develop an appreciation of the underlying physics to provide some quantitative estimates of the tradeoffs. In the second half of the course, the seminar members (individually or in groups) will be asked to prepare a discussion and paper on a selected technology or on a related public policy choice. An inquiring mind, but no previous expertise or course prerequisites, is required. We hope that attendees will learn to appreciate the need to bring quantitative estimates to the policy options in order to make rational choices for a sustainable world energy economy. We will use both lecture and discussion formats. We are arranging local field trips to see some of the energy technologies and learn from local experts. This seminar is most immediately accessible for undergraduates with some science background, but we are particularly interested in a balanced class with a mix of technology and public policy interests.

Theodore Geballe, professor emeritus of applied physics and of materials science and engineering, has contributed to national studies of transportation and energy problems. He has served on national committees concerned with Corporate Automotive Fuel Efficiency (CAFE) standards, and he recently participated in a workshop considering a national grid that would combine electrical and hydrogen energy sources. Long interested in improving electrical generation and transmission through superconductivity, heâ&#x20AC;&#x2122;s coauthor of a proposal for a novel thermionic heat engine. John Fox is a senior scientist at SLAC National Accelerator Laboratory and a consulting professor in applied physics. His research interests center on particlebeam dynamics and high-speed signalprocessing systems. His technology interests include energy and transportation technologies. He is also interested in how societal desires and value (in land use, urban design, and architecture) influence the demand for and choices of energy. He has received the Deanâ&#x20AC;&#x2122;s Award for Distinguished Teaching and is a fellow of the American Physical Society.

ART AND ART HISTORY (ARTHIST) 123N | 3 UNITS |

BIOLOGY (BIO) 12N | 3 UNITS |

Thinking About Visual Attention: From Balzac to Facebook

Sensory Ecology of Marine Animals

In this seminar we will think about the hows and whys of that important shift from the unique perspective of art history, a field of study especially attuned to the limits and exigencies of visual acuity. Where the great spectacle of urban life was a marvel of the 19th century, today’s inhabitants want mainly to block it out by insulating themselves in a cocoon of favorite music or personal conversation—whether by voice or text—that they risk stepping into traffic, colliding with lamp posts, or bumping into others similarly self-absorbed. We will explore this topic across a range of media, from daguerreotypes to stereoscopes, from paintings to films, from the television screen to the hand-held displays of our smartphones. Michael Marrinan has taught at Stanford since 1989. His principal area of research is the art and culture of France from the 18th to the 20th century. He has written on the political meaning of history painting (Painting Politics for LouisPhilippe, 1988), and the visual culture of Paris (Romantic Paris, 2009), and has just completed a book on the French painter Gustave Caillebotte. His secondary interests include how general knowledge is presented in visual form (The Culture of Diagram, with John Bender, 2010). In 2007 he co-directed a year-long seminar at Stanford sponsored by the Mellon Foundation called “Visualizing Knowledge: From Alberti’s Window to Visual Arrays”. He has also co-edited volumes on description in the 18th century and was a Senior Fellow at the Getty Research Institute in 2011.

Stuart Thompson graduated from UC Santa Barbara and received his doctoral degree from the joint program for zoology and physiology and biophysics at the University of Washington before coming to Stanford as a postdoctoral fellow. Professor Thompson then joined the faculty of the Department of Biology. His current research concerns the flow of information at synapses between neurons, intracellular signal transduction and Ca2+ homeostasis in neurons, and the physiology of neural stem cells.

FRESHMAN

riting in 1829, the French author Honoré de Balzac celebrated the acute visual attention of the flâneur, a character he closely associates with modern life: “To flâne is to take pleasure, to collect flashes of wit, to admire sublime scenes of unhappiness, of love, of joy as well as graceful or grotesque portraits, to thrust one’s attention into the depths of a thousand lives.” In July 2012, the Huffington Report pointed to a fact of our modern life: “On city streets, in suburban parking lots and in shopping centers, there is usually someone strolling while talking on a phone, texting with his head down, listening to music, or playing a video game. The problem isn’t as widely discussed as distracted driving, but the danger is real.” These two very different ways of circulating in urban space suggest that a major shift in how we relate to our environment has occurred over the course of nearly two centuries—especially in the densely populated spaces of modern cities.

n this course, we will explore the sensory lives of marine animals in the context of the environments they inhabit and the sensory systems they possess. Animals are subjected to enormous and varied forms of energy—light, temperature, pressure, electrical, mechanical, chemical, and even social. Some fraction of that energy is very useful in guiding behavior, but in order to be meaningful it must first be perceived by the senses and interpreted by the nervous system. We humans think of our “five” senses, but is that really all there is to it? In the deep oceans, the only light is from bioluminescence, yet animals use vision to hunt and to communicate; squid perceive polarized light and not only can they control how it’s reflected from their skin, but also they can talk to other squid on a private channel hidden from eavesdropping fishes. Cetaceans communicate across entire oceans using low-frequency sound; sharks sense vanishingly small electrical currents and can “hear” the action potentials in the muscles of their prey. Some fishes and pelagic birds can detect the magnetic field of the earth and use that information to migrate over vast distance; other birds are guided by a faint odor given off by plankton. This is a rich, wonderful, and surprising world of the senses, and we will explore it from the perspectives of ecology, animal behavior, neurobiology, and information theory.

AUTUMN

FRESHMAN AUTUMN

BIOLOGY (BIO) 15N | 3 UNITS |

BIOLOGY (BIO) 26N | 3 UNITS |

Environmental Literacy

Maintenance of the Genome

Prerequisites: high school biology; advanced placement in biology, chemistry, and/or physics.

ack of public understanding of the details of most environmental problems is cited as a major cause of environmental deterioration. Good citizenship requires literacy about the elements of the scientific and decisionmaking processes that accompany most environmental issues. This course will explore components of debates, determining which deal with factual and theoretical issues, and which are political value judgments. Topics we will investigate include population, climate change, consumption, sustainability, tragedy of the commons, and media. Terry Root, senior fellow in the Woods Institute for the Environment, investigates large-scale ecological questions about factors shaping the ranges and abundance of animals, primarily birds. Her book, Atlas of Wintering North American Birds: An Analysis of Christmas Bird Count Data, is a continent-wide examination that helped to reveal the importance of scale in ecological research, prompting further investigation of the integration of large- and small-scale studies. Her work has demonstrated that climate is an important factor shaping the ranges and abundance of species around the globe. These findings can be used to help forecast the possible consequences of global warming on animal and plant communities. Professor Rootâ&#x20AC;&#x2122;s research on such issues earned her the Presidential Young Investigator Award from the National Science Foundation in 1990. She also was chosen as a Pew Scholar in Conservation and the Environment in 1992 and as an Aldo Leopold Leadership Fellow in 1999. Root was awarded the Spirit of Defenders Award for Science by the Defenders of Wildlife in 2010. She was a lead author of the 3rd (2001) and 4th (2007) assessment reports of the Intergovernmental Panel for Climate Change that in 2007 was co-awarded the Nobel Peace Prize with Vice President Al Gore. Root is currently a review editor for 5th Assessment Report. These awards highlighted not only Professor Rootâ&#x20AC;&#x2122;s basic research, but also her application of the research to complex real-world problems, her inclination to work with interdisciplinary teams, and her outreach to decision makers and the general public. In addition to her work on environmental issues, Professor Root has investigated gender-based differences in scientific communities by quantifying the opportunities and obstacles women and men face in science.

he precious blueprint for life is entrusted to the genomic DNA molecules in all living cells. Multiple strategies have evolved to prevent the deleterious consequences from endogenous DNA alterations and damage from radiation or genotoxic chemicals in the environment. In this seminar you will learn about the remarkable systems that scan cellular DNA for alterations and make repairs to ensure genomic stability. Deficiencies in DNA repair have been implicated in many hereditary diseases involving developmental defects, premature aging, and/ or predisposition to cancer. An understanding of DNA repair mechanisms is important for advances in the fields of cancer biology, neurobiology, and gerontology. The course structure includes background readings and introductory lectures designed to stimulate questions and class discussion. Then there will be the opportunity for each student to give a PowerPoint presentation and lead class discussion on a relevant topic of their choosing. (Periodic one-on-one meetings with the instructor are to be scheduled throughout the term, particularly as the special topics and presentations are being prepared.) There are no written exams, but a short term paper is required.

Philip Hanawalt is a pioneer in the fields of DNA replication and repair, having codiscovered the ubiquitous process of excision repair 50 years ago at Stanford. More recently, he and his students discovered transcription-coupled DNA repair, by which expressed genes are more efficiently repaired than are silent domains of the genome. He studies the molecular basis for human hereditary diseases in which DNA repair is deficient. He accepts in his laboratory a number of undergraduates for research experience and potential honors theses. The research involves current techniques in molecular biology with cultured mammalian cells, bacteria, and in vitro systems. Professor Hanawalt has won the Peter and Helen Bing Award for Distinguished Teaching at Stanford, an Excellence in Teaching Award from the Northern California chapter of Phi Beta Kappa, and the Student Mentoring Award from the Environmental Mutagen Society. For further information about Professor Hanawalt, see his web page: stanford.edu/~hanawalt/

CHEMISTRY (CHEM) 25N | 3 UNITS |

Science in the News

he Roman Empire was the most durable political structure in the history of Europe. Its decline has served as a basis for comparisons with the trajectory of the United States today. This Introductory Seminar will explore a global approach to human history through a focus on the centuries of the Roman Empire and its decline (the 1st through the 5th centuries C.E.). The basic questions motivating the seminar include the following: What was the political and military glue that held this diverse, multiethnic empire together? What were the bases of wealth and how was it distributed through Roman society? What were the possibilities and limits of economic growth? How integrated was the Empire in culture and religion? What were the causes and consequences of the conversion to Christianity? Why did the Roman Empire fall in the West? And how suitable is the analogy to the United States in the 21st century?

Richard Saller was appointed professor of history and classics and became the dean of the School of Humanities and Sciences on April 1, 2007. His books and articles have concentrated on Roman social and economic history, in particular, patronage relations, the family, and the imperial economy. He has written, taught, and lectured on a variety of subjects in Roman history and Western civilization, including history writing in Greek and Roman antiquity, biography and fiction, the development of the Roman family, gender in the Roman household, and the Roman economy.

FRESHMAN

Hans Andersen is professor emeritus in the Chemistry Department. He grew up in Brooklyn, New York, and went to Stuyvesant High School, one of the wellknown science high schools in New York City. He did his undergraduate and graduate work at MIT and postdoctoral work at Harvard. He was then appointed to the faculty at Stanford and has been in the Chemistry Department ever since. His research uses statistical mechanics, and he is best known for his work on the structure of simple liquids and the development of various computer simulation techniques for the study of liquids. He has won two teaching awards at Stanford. His wife, June, is a scientist working for IBM. His two sons, Hans and Albert, are both computer engineers working for Microsoft. In his spare time, he studies piano (classical and jazz), and he enjoys live music (from grand opera to bebop), reading (fiction, current events, and a little history), and food.

The Roman Empire: Its Grandeur and Fall AUTUMN

his seminar has two objectives: to encourage students to read some of the more accessible survey literature and original literature about the most current issues in the sciences and to understand the relevant scientific questions raised in these articles. The primary materials for our discussions will range from reports in the popular media (e.g., The New York Times and The Economist), to nonspecialist scientific media (e.g., Scientific American and Science), to other informative sources available on the web. Possible topics include diseases such as avian and swine flu, HIV infection, SARS, and malaria; environmental issues including climate change, atmospheric pollution, and catastrophes such as the Gulf Coast oil spill and radioactive material release in Japan after the recent tsunami; future energy sources; human evolution and genomics; stem cell research; nanotechnology; cosmology; and the research associated with the Nobel Prizes that are announced in October. Once the basis for our understanding of the scientific questions involved is established, we will also get into discussions of ethical, moral, and policy issues.

CLASSICS (CLASSHIS) 24N | 3 units | Crosslisted: HISTORY (HISTORY) 11N

FRESHMAN AUTUMN

COMPUTER SCIENCE (CS) 21N | 3 UNITS |

computer Science (CS) 45N | 3-4 UNITS |

Can Machines Know? Can Machines Feel?

Computers and Photography: From Capture to Sharing

ental attitudes such as knowledge, belief, desire, intention, and many others are ordinarily attributed to people, and sometimes, grudgingly, also to animals. Can they be ascribed to machines as well? Can the light sensor have a belief? Can your pool-cleaning robot have an intention? How about your tax-preparation software? If the answer is no, why not? If the answer is yes, what are the rules of such ascription, and do they vary as we move from humans to machines? We will not settle this question in this seminar, since no one has yet, but people have some strong opinions on these matters, and we will study some of these. Our texts will range from philosophy to neuroscience to computer science in general, and to artificial intelligence in particular. The material will include logic, probability theory, and elements of computation. Students will be expected to: (a) participate actively, (b) write a paragraph about the reading assignment of each class in advance of the class, and (c) present a paper. Yoav Shoham received his Ph.D. in computer science at Yale and worked as a visiting scientist at the Weizmann Institute of Science before joining Stanfordâ&#x20AC;&#x2122;s faculty in 1987. His research in artificial intelligence includes formalizing commonsense systems (e.g., notions such as time, causation, and mental state) and multiagent systems (e.g., agent-oriented programming and coordination mechanisms). Currently, he is working on problems at the interface of computer science and game theory, including foundational theories of rationality, online auctions, and electronic commerce. His recent publications include Multiagent Systems: Algorithmic, Game-Theoretic, and Logical Foundations; Essentials of Game Theory: A Concise, Multidisciplinary Introduction; and Combinatorial Auctions. Shoham is a fellow of the Association for Advancement of Artificial Intelligence (AAAI) and a charter member of the International Game Theory Society.

his seminar will focus on how to capture, manage, and share photographs using computers. We will devote the first half of the seminar to understanding the elements of photography, such as lighting, focus, depth of field, aperture, and composition. We will consider the photography of panoramas, high dynamic range photos, portraits, landscapes, and night shots, and we will have several hands-on photography sessions, including a field trip to the San Francisco Zoo. The second half of the seminar will be devoted to managing photographs on a computer. We will study editing techniques for sharpening, color balance, resolution, and cropping; examine photo sharing social sites, such as Flickr and Facebook; and peer-to-peer sharing through P2P. We will look at current tools for organizing and archiving photo collections, and consider the legal issues regarding photo ownership, model rights, and copy detection. YOU will take, edit, and organize YOUR own photographs throughout the course. No programming experience is required, and digital SLRs and editing software will be provided. Students will also have the opportunity to critique existing tools and design (without programming) more innovative interfaces/models for photo management and sharing.

Hector Garcia-Molina is the Leonard Bosack and Sandra Lerner Professor in the departments of Computer Science and Electrical Engineering. He was the chairman of the Computer Science Department from January 2001 to December 2004, and from 1997 to 2001, he was a member of the Presidentâ&#x20AC;&#x2122;s Information Technology Advisory Committee (PITAC). His research interests include distributed computing systems, digital libraries, and database systems. He is also an avid photographer, focusing on portraits and sports photography. He is a fellow of the Association for Computing Machinery and of the American Academy of Arts and Sciences, is a member of the National Academy of Engineering, and is a member of the board of directors of Oracle and Kintera corporations.

COMPUTER SCIENCE (CS) 74N | 3 UNITS |

Great Ideas in Computer Science

Digital Dilemmas

n this seminar, we will explore the effects of computer technology on our society, with special attention to controversies such as the sharing of electronic entertainment over the internet, electronic privacy, and cybercrime. Technology in elections will be another focus, including topics such as voter registration databases, electronic voting, and internet voting. Technological background will be taught as necessary to understand the issues, in a way as non-technical as possible. The course will involve readings, discussion, guest speakers, and small group projects.

David Dill is a professor of computer science and, by courtesy, electrical engineering, and he has been on the faculty at Stanford since 1987. He received his Ph.D. in computer science from Carnegie Mellon University. His primary research interests are computational systems biology, formal verification of system designs, and electronic voting. Professor Dill is a fellow of both the Institute of Electrical and Electronic Engineers and the Association for Computing Machinery, as well as a recipient of the Electronic Frontier Foundation’s Pioneer Award.

Eric Roberts is professor of computer science and a Bass University Fellow in Undergraduate Education at Stanford University. He is the author of The Art and Science of Java and Programming Abstractions in C++, the textbooks used in Stanford’s introductory courses, and was for many years the director of the undergraduate program in computer science. His teaching and service to Stanford have earned him numerous awards, including the Bing Fellowship, Dinkelspiel Award, Hoagland Award, and Perin Prize. Professor Roberts has served as president of Computer Professionals for Social Responsibility, a group concerned about the impact of computer technology on society, and he is on the board of directors of Student Pugwash USA, the student affiliate of Pugwash Conferences International, which won the 1995 Nobel Peace Prize for seeking to promote international scientific cooperation. He is the John A. and Cynthia Fry Gunn University Fellow in Undergraduate Education at Stanford.

FRESHMAN

omputers have come to permeate many aspects of our lives, from how we communicate with each other to how we produce and consume information. And while it is all too easy to think of computing in terms of the products and applications we see emerging from technology companies, the intellectual foundations of computer science go much deeper. Indeed, beneath the surface of the tools we use, the social networks we engage in, and the web of information we search lays a field rich with fascinating, intellectually exciting, and sometimes unexpectedly surprising ideas. In this seminar, we will explore several of the great ideas in computer science, looking at both challenging problems and their impact on real applications. From understanding how search engines on the web work to looking at mathematical theories underlying social networks, from questioning whether a computer can be intelligent to analyzing the notion of what is even possible to compute, this seminar will take us on a series of intellectual excursions that will change the way you look at computers. No prior experience with computer science or programming is required, but a high school mathematics background, an interest in problemsolving, and a healthy curiosity will go a long way toward ensuring an enjoyable and enlightening experience. Students will work in small groups to research topics in computer science they find most intriguing. The course will also take advantage of Stanford’s location in the heart of Silicon Valley by conducting field trips to local companies and the Computer History Museum.

AUTUMN

COMPUTER SCIENCE (CS) 54N | 3 UNITS |

east asian languages and cultures (JAPANGEN) 82N | 3 UNITS |

Economics (ECON) 11N | 3 UNITS |

The Joys and Pains of Growing Up and Older in Japan

Understanding the Welfare System

AUTUMN

FRESHMAN

Said the little boy, “Sometimes I drop my spoon.” Said the little old man, “I do that too.” The little boy whispered, “I wet my pants.” “I do that too, ” laughed the little old man. Said the little boy, “I often cry.” The old man nodded, “So do I.” “But worst of all, ” said the boy, “it seems Grownups don’t pay attention to me.” And he felt the warmth of the wrinkled old hand. “I know what you mean, ” said the little old man.

s the poem by Shel Silverstein “The Little Boy and the Old Man” suggests, the young and old share more common conditions and sentiments than is generally acknowledged. Teens and old people alike may face negative stereotypes, their future is uncertain, their identities are in flux, and yet both can enjoy vibrant lives. With a focus on Japan, a country with a large long-living population, this seminar spotlights the lives of older people while further exploring our own. Both older and younger people’s lives reflect the culture and society where they live, the history they have experienced, and the changes that they face. Using recent studies on aging from the viewpoints of sociology, psychology, and linguistics as well as analyses of life narratives, we will gain a deeper understanding of Japanese society and the joys and pains of growing up and older. Cross-cultural comparisons will also be encouraged. For a final project, students will be partnered with older people and will make a digital profile of their partner. Through the knowledge gained in the seminar and personal encounters with older individuals, students will be better prepared academically and personally to embark on leading a socially responsible life in our rapidly aging society. Yoshiko Matsumoto is a professor in the Department of East Asian Languages and Cultures, and, by courtesy, of Linguistics, and coordinator of the Japanese Language Program. She is also an affiliate of the Stanford Center on Longevity. Her research interests are in various aspects of pragmatics, including context in linguistic structure as well as sociolinguistic and discourse analyses of language, aging, and gender. She is a recipient of the Dean’s Award for Distinguished Teaching. She recently authored several articles on humorous self-disclosure by old Japanese women and edited a book, Faces of Aging: The Lived Experiences of the Elderly in Japan (2011). She was born and raised in Tokyo, and received a Ph.D. at UC Berkeley.

Prerequisites: an understanding of basic concepts of labor markets, taxes, and transfers is recommended. Co-requisite: ECON 1A.

elfare-reform legislation passed by the federal government in the mid-1990s heralded a dramatic step in the movement that has been termed the devolution revolution. The centerpiece of this legislation is the transfer of much responsibility for antipoverty programs to the states. States now have had their first opportunity since the War on Poverty of the 1960s to undertake radical changes in the design of their public-assistance programs. This seminar will explore how recent reforms have changed the welfare system and examine who is affected by these changes. In addition to conventional welfare programs (e.g., food stamps, AFDC, TANF, SSI, Medicaid), we will examine other governmental policies assisting low-income families. These will include direct income-transfer programs (e.g., Earned Income Tax Credit and income taxes) and labor-market regulations imposed by governments to enhance the earnings of poor families (e.g., minimum wages and overtime rules). We will apply economics principles to understand the effectiveness of these programs and their consequences on the behavior of families.

Thomas MaCurdy holds a joint appointment as a senior fellow at the Hoover Institution and a professor of economics. He is also a senior fellow at the Stanford Institute of Economic Policy Research, an adjunct fellow at the Public Policy Institute of California, a research associate of the National Bureau of Economic Research, and a member of standing committees that advise the U.S. Bureau of Labor Statistics, the U.S. Census, the Congressional Budget Office, and the Institute for Research on Poverty. His research falls broadly in the area of human resources, with its main focus on the impacts of low-income support programs, income transfers, and tax systems on human development and economic activity. His most recent work includes: Evaluating State EITC Options for California; What Happens to Families When They Leave Welfare?; and Does California’s Welfare Policy Explain the Slower Decline of Its Caseload? He earned his Ph.D. in 1978 from the University of Chicago. He lives at Stanford with his wife and three sons.

Economics (ECON) 26N | 3 units |

Electrical Engineering (EE) 14N | 3 UNITS |

Who Gets What? The New Economics of Matchmaking and Market Design

Things About Stuff

I decided to offer this seminar after I won the 2012 Nobel economics prize, and started to think harder about how to talk about this new kind of economics to a wider audience. I’m going to be working on writing a general interest book on this subject during the Autumn quarter, and my plan is to try out ideas in the seminar, and get your feedback. I also plan to give assignments that will have you investigating how some familiar and unfamiliar markets work.

Thomas H. Lee received his B.S., M.S. and Sc.D. in electrical engineering from MIT. He paid his way through school by working at a random array of companies. After working at Analog Devices, he joined the Stanford electrical engineering faculty in 1994 to establish a research program in CMOS wireless communications circuits. Professor Lee has received two Best Paper awards, and coauthored a Best Student Paper, at the International SolidState Circuits Conference. He is a Packard Foundation Fellowship recipient, and has been an IEEE Distinguished Lecturer of both the Solid-State Circuits and Microwave Societies. He holds 45 U.S. patents, has authored two books (Planar Microwave Engineering and The Design of CMOS Radio-Frequency Integrated Circuits), and co-founded Matrix Semiconductor and ZeroG Wireless. An avid amateur violinist and tenor, he has performed chamber music with cellist Yo-Yo Ma and for many years sang with the chorus of the Boston Symphony Orchestra.

Alvin Roth returned to Stanford in 2012 after not being here since a student during the 1970s, and feels almost as new here as arriving freshmen. He is the Craig and Susan McCaw Professor of Economics at Stanford University, and the Gund Professor of Economics and Business Administration Emeritus at Harvard University. He received the Nobel Prize in 2012 with Lloyd Shapley. He looks forward to getting to know Stanford students, and discussing how Stanford became their “matched market” as well as the future matching markets students will experience in the years to come.

FRESHMAN

hat are markets and marketplaces? How do they work? How do they fail? How can we fix them when they’re broken? Recently economists have become market designers to try to answer these questions. These questions are particularly germane for matching markets, which are markets in which you can’t just choose what you want, but also have to be chosen. If a market has an application or selection procedure, it’s a matching market, and matching markets determine some of the most important transitions in life. Who goes to which schools and universities? Who gets which jobs? Who gets scarce organs for transplant? Who marries whom? (I know less about that one than the others...) We’ll investigate, with examples of recent market designs in school choice, labor markets, and kidney exchange. We’ll think about matching markets like college admissions: how come you’re here and not someone or somewhere else? We’ll talk about how internet dating sites and social networking might make courtship very different for your generation than it was for mine (although you’ll have to help me with that one).

he stories behind disruptive inventions such as the telegraph, telephone, wireless, television, transistor, and chip are as important as the inventions themselves, for they elucidate broadly applicable scientific principles. Our focus is on studying consumer devices; projects include building batteries, energy conversion devices, and semiconductors from pocket change. Students may propose topics and projects of interest to them. The trajectory of the course is determined in large part by the students themselves.

AUTUMN

ENGLISH (English) 65N | 3 UNITS |

AUTUMN

FRESHMAN

Contemporary Women Fiction Writers

think some great first questions are: Why set women writers apart, and why devote a whole seminar to reading and seeking meaning in their work? What’s gained by reading women writers in the context—in the tiny community—of this seminar? For a first try at answering these questions we might take a look at the way wromen writers figure—or don’t—in our culture overall. So, for some smart statistical reckoning and a lively dose of controversy, take a look at the online magazine VIDA’s record of the proportions of male and female writers in highly regarded British and American literary magazines over the last several years: vidaweb.org/three-years-to-stump-and-stack-and-stem. Clearly, as VIDA’s editors note, “Male writers take up most of the space in established literary venues in the States and Britain.” As the editors acknowledge, in certain magazines the imbalance is less severe than it was three years ago. Even so, it persists. Does a striking persistent statistical imbalance afford us an intellectual rationale for reading women writers in a seminar room of our own? A couple of answers occur to me: (a) Nobody can really say why this is happening, and a seminar is a great place for wrestling with persistent cultural enigmas (What tells us more about a culture than its enigmas?), b) Maybe not, but, taken together, these women writers shed interesting light on each other’s style and ideas, and (c) Students taking this seminar quite often tell me that they haven’t had a chance to read women writers before. Ever. “C” alone would suffice as a compelling reason for this seminar. “B” means we’ll have ten weeks to reflect on what women writers have in common stylistically and thematically, as well as how they differ. “A” will inspire us to reckon with some pretty hard questions—the very best kind.

Elizabeth Tallent is the award-winning author of the collections In Constant Flight, Time with Children, and Honey. She has also written a novel, Museum Pieces, and a critical study, Married Men and Magic Tricks: John Updike’s Erotic Heroes. Her short stories have appeared in the New Yorker, Harper’s, The Paris Review, The Threepenny Review, The Pushcart Prize Anthology: Best of the Small Presses, and in the PEN/O. Henry Prize Stories 2011. Recognition for her teaching includes the Phi Beta Kappa Association of Northern California Teaching Award and Stanford’s Dean’s Award for Teaching.

Environmental Earth Systems Science (EESS) 41N | 3 UNITS | Crosslisted: Earth Systems (EARTHSYS) 41N

The Global Warming Paradox

his seminar will focus on the complex climate challenges posed by the substantial benefits of energy consumption. Well-being varies strongly with energy consumption, resulting in an enormous gap between lowand high-consuming populations. This energy poverty creates tremendous exposure to climate-related stresses such as droughts, floods, heat waves, and intense storms. The fact that pathways for closing the energy gap are likely to result in substantial climate changes, via the emission of greenhouse gases (GHGs), also creates critical tensions between development priorities and climate policies. For example, one paradox is that apparently the most attainable means for an impoverished individual or country to decrease its aggregate climate stress is to increase the release of GHGs to the atmosphere. Our discussions will be focused on exploration of what is currently known and not known about Earth’s climate system and its interactions with human activities, including Earth’s energy balance; detection and attribution of climate change; impacts of climate change on natural and human systems; and proposed methods for curbing further climate change. These topics cut across a broad range of traditional disciplines. Our primary format will be facilitated discussion, supplemented by reading and presentation of recent articles as well as current research results. Breaking media coverage of relevant papers will also be dissected.

Noah Diffenbaugh’s research interests center on the dynamics and impacts of climate variability and change, including the role of humans as a coupled component of the climate system. Much of his group’s work has focused on the role of fine-scale processes in shaping phenomena such as extreme weather, climate-vegetation feedbacks, atmospheric forcing of the coastal ocean, and Holocene climate variability. They have also focused on the potential impacts of greenhouse-induced climate changes on water resources, agricultural pests, premium wine production, human health, and poverty vulnerability. Professor Diffenbaugh serves on the executive committee of the Atmospheric Sciences Section of the American Geophysical Union, as an editor of Geophysical Research Letters, and as a lead author for working group II of the Intergovernmental Panel on Climate Change. He has provided scientific briefings to state and federal lawmakers, and was a contributor to SAP 3.4 of the U.S. Climate Change Science Program assessment (2008).

french and ITALIAN (ITALIAN) 75N | 3-5 UNITS |

GERMAN studies (GERMAN) 80N | 4 UNITS |

Narrative Medicine and Near-Death Experiences

Modern Conservatives

Laura Wittman is an Associate Professor of French and Italian and the Director of Undergraduate Studies for the Italian department. She primarily works on 19thand 20th-century Italian and French literature from a comparative perspective. She is interested in connections between modernity, religion, and politics. Much of her work explores the role of the ineffable, the mystical, and the body in modern poetry, philosophy, and culture. She is currently working on a new book entitled Lazarus’ Silence: Near-Death Experiences in Fiction, Science, and Popular Culture. It is a history of near-death experiences in the West in the 20th century, which puts literary rewritings of the Biblical Lazarus story—by major authors such as Gabriele d’Annunzio, Luigi Pirandello, Graham Greene, Miguel de Unamuno, D. H. Lawrence, J. L. Borges, Georges Bataille, and André Malraux—in the double context of popular versions of coming back to life in fiction and film, and of evolving neuro-scientific investigations.

Russell Berman is the Walter A. Haas Professor in the Humanities and a senior fellow at the Hoover Institution. He has written widely on topics in German and comparative literature, with a special emphasis on questions of modernism, German culture and politics, literature and philosophy, and critical theory. He is an expert in questions of German modernism and the cultural politics of the Weimar Republic and Nazi Germany. His interests range from literary aesthetics to trans-Atlantic relations and problems of terrorism. He is the 2013 recipient of the Lloyd W. Dinkelspiel Award for Distinctive Contributions to Undergraduate Education.

FRESHMAN

ven if many of us don’t fully believe in an afterlife, we remain fascinated by visions of it. This seminar focuses on near-death experiences and the stories around them, investigating them from the many perspectives pertinent to the growing field of narrative medicine: medical, neurological, cognitive, psychological, sociological, literary, and filmic. The goal is not to understand whether the stories are veridical but what they do for us, as individuals, and as a culture, and in particular how they seek to reshape the patient-doctor relationship. Our materials will span the 20th century and come into the present.

ow do conservatives respond to the modern world? How do they find a balance between tradition and freedom, or between stability and change? This seminar will examine selections from some conservative and some classically liberal writers that address these questions. At the center of the course are thinkers who left Germany and Austria before the Second World War: Friedrich Hayek, Leo Strauss, and Hannah Arendt. We will also look at earlier European writers, such as Edmund Burke and Friedrich Nietzsche, as well as some recent American thinkers.

AUTUMN

FRESHMAN AUTUMN

GERMAN STUDIES (GERMAN) 120N | 3 UNITS |

HISTORY (HISTORY) 48N | 3-4 UNITS |

The Brothers Grimm and Their Fairy Tales

African History Through Literature and Film

Prerequisite: German 3 or equivalent.

hen Jacob and Wilhelm Grimm published the Kinderund Hausmarchen in 1812, they could not have known how many editions it would go through, the many languages it would be translated into, or the many ways the stories would be interpreted. This course will hardly be definitive, but we will read, hear, and see some of the versions and revisions of the tales and reactions to them (printed, painted, sketched, taped, and filmed). Class will be taught in German, with readings in German. We will focus on a wide range of questions. Who were the Grimms? In what cultural context did they collect their fairy tales? From whom did they get the stories? How have the tales been received in different cultures at different times? Do the tales encourage any specific values (“the moral of the story is...”)? How have they served or not served the interests of the German state(s), present and past? We will also look at interpretations from different theoretical perspectives (e.g., feminist and psychoanalytic). Required coursework includes four short papers in German and short oral reports on secondary readings. The seminar preference is for freshmen, however the class is open to all students after the Introductory Seminar online process.

Orrin (Rob) Robinson received his B.A. in psychology at Stanford (1968) and returned after getting a Ph.D. in linguistics (1972) at Cornell and teaching German for a year at UC Berkeley. He lived for 15 years in Stanford dorms as a resident fellow and for many years was a faculty associate with the German theme house, Haus Mitteleuropa. Professor Robinson has done research in general and Germanic linguistics and has published books and articles on theoretical phonology (the formal structure of sound systems), the history and dialectology of various Germanic languages, and Old High German syntax. His latest book, inspired by the subject matter of this class, is Grimm Language: Grammar, Gender, and Genuineness in the Fairy Tales.

n this seminar we will use literary and cinematic works as a window into the history of sub-Saharan Africa. We will explore the difficulty of using artistic works as historical sources, and the value of art as both a representation of the past and an artifact of the past. We will consider the politics of storytelling and art, and the relationship between cultural and social change. Works cover topics such as the impacts of colonialism and globalization, Apartheid South Africa, civil wars, urban culture, and corruption. Students will make short blog posts each week to help seed our discussions and will work on oral presentations. In addition, students will complete a final project and will have an opportunity for very brief research into films or novels of their choosing.

Sean Hanretta is an associate professor in the Department of History. He received his Ph.D. from the University of Wisconsin-Madison, and has been carrying out research on African history for 15 years. He is interested in the history of religious practice and belief in West Africa, and has mostly specialized in the history of Islam in that region. His book, Islam and Social Change in French West Africa: History of an Emancipatory Community, addressed issues of gender dynamics, slavery, memory, and colonial rule as seen through the experiences of a mystical Islamic community. His current work focuses on changing wedding and funeral practices in Ghana and their relationship to the development industry. He is interested in helping students explore the past through non-traditional means, such as in his course, “History Without Documents.”

IBERIAN AND LATIN AMERICAN CULTURES (ILAC) 133N | 3 UNITS |

Mapping the World: Cartography and the Modern Imagination

The Animal Within: Animals in Modern Latin American Narrative

This seminar course will introduce students to a range of research in the rapidly changing field of cartographic studies. Each of our four core texts is an interdisciplinary hybrid, drawing from geography, history, and visual studies; together, they offer a wealth of images and approaches, illuminating cartographic artifacts through such lenses as humanist inquiry, social activism, psychological analysis, and the creative arts. Topics include the use of maps in way-finding, war-making, globalism, tourism, pedagogy, and virtual worlds. You will participate in a variety of hands-on map and atlas exercises, be asked to write short (1-page) weekly reading responses, and two book reviews, help lead discussion, and locate and bring in maps on particular themes. In addition, class time will occasionally be devoted to probing related resources on campus, including the Branner Earth Sciences Library and Special Collections. The last week of the quarter will be devoted to your student projects, where you will have the chance to explore, individually or in teams, any dimension of mapping that is of particular interest to you, , and to create an exercise for the rest of the class using maps on that topic. Kären Wigen trained as a geographer at Berkeley and teaches history at Stanford. Her early research focused on the industrial transformation of the Japanese countryside (The Making of a Japanese Periphery, 1750-1920); a second project explored the history of geographical ideas in the West (The Myth of Continents: A Critique of Metageography, co-authored with Martin Lewis). Her latest book (A Malleable Map: Geographies of Restoration in Central Japan, 1600-1912) looks at gazetteers and maps to explore the rehabilitation of ancient geographical divisions in modern Japan. Professor Wigen’s research interests include the historical geography of East Asia, the early modern era in world history, regional economies and rhetorics, and the history of cartography.

hat can literary representations of animals tell us about the cultures that produce them? From myths of origin to novels and poetry, in reality and in fantasy, animals make part of the ways in which humans envision themselves and organize their world. The quest for a decisive criterion that separates human and animal—and how this divide may be challenged—appear prominently in the literary canon of Latin America. In this seminar we will focus on the role animals play in relation to modernity in Latin America. Our questions will be both historical— how and why did certain authors decided to write about animals in a certain way in a specific time—and contemporary—how and why do these texts speak to us today. Authors include Latin American classics like Jorge Luis Borges, Horacio Quiroga, Julio Cortázar, and José María Arguedas, as well as more contemporary writers like Mario Bellatin and Clarice Lispector. We will read closely and discuss literary texts and films to develop our understanding of the role that the animal and animality play in a changing world. We will pay attention to topics such as post-colonialism, “civilization and barbarism, ” compassion, violence, moral standing, constructions of race and gender, transformation, and alienation. This class is in English and does not require a background in Latin American culture or literature; the only prerequisite is an inquiring mind. Your interest in Latin America, animals, literature, and/or culture may stem from different perspectives (medicine, religion, anthropology, ecology, history, sociology, animal rights, arts, ethnic studies, popular culture). A special trip to a local aquarium and taking part in the celebration of Julio Cortázar’s centennial are part of our plan for this quarter.

Ximena Briceño has been a lecturer of Latin American Literature in ILAC since 2008. She specializes in Latin American literature and culture from the 20th century onward, with a concentration in the Andean region. Her research on the intersections of aesthetics and politics emphasizes cultural consumption and critical theory. Apart from Stanford University, she has taught at Pontifica Universidad Católica del Perú, Mount Holyoke College, Cornell University, and most recently at UC Berkeley. She is currently working on two manuscripts: one explores contemporary museum narratives and performances from Peru, Argentina, and Chile, while the other focuses on the notion of productive life and animality in the Andean South between 1920s and the 1940s.

FRESHMAN

aps are a ubiquitous feature of contemporary culture: so indispensable, and so disposable, that thousands are churned out every day. Yet cartography was not always the wallpaper of daily life. In fact, not so long ago, maps were both rare and strange. When and why did the modern culture of cartography come into being? How have maps empowered states and speculators, scholars and rebels? And how is the recent diffusion of Google Earth imagery and GPS changing our relationship to the planet, both on the ground and in our minds?

AUTUMN

HISTORY (History) 95N | 3 UNITS |

FRESHMAN AUTUMN

Mechanical Engineering (ME) 14N | 3 UNITS |

Mechanical Engineering (ME) 20N | 3 UNITS |

How Stuff Is Made

Haptics: Engineering Touch

Prerequisites: at least high school physics and precalculus. (Calculus-based/AP Physics not required.)

ow are products designed, manufactured, used, and recycled—or not? Who makes choices about raw materials, how to shape them, and what to make? What is a supply chain? What criteria should we use to make design choices affecting manufacturability, sustainability, marketability, usability, and cost? We will investigate the design and engineering of products and processes through field trips, dissections, hands-on activities, and inquiry projects. We will also examine a variety of commercial products and their supply chain and life cycles; discuss a range of serial, continuous, and batch fabrication processes; and consider material selection, cost, and process tradeoffs. The seminar field trips to local manufacturers require an enthusiasm to explore places ranging from the birthplace of silicon to the underbelly of the product lifecycle (the dump), an inquisitive attitude, and some adaptability to where, when, and what we do each week.

Beth Pruitt’s Microsystems Lab works on microelectromechanical systems (MEMS) to study mechanobiology of living systems. She did her B.S. in ME at MIT, and her M.S. in manufacturing systems and Ph.D. in ME at Stanford and a postdoc in Switzerland. She joined the mechanical engineering faculty of Stanford in autumn 2003 and teaches courses in MEMS design and fabrication and strength of materials. She collaborates with a diverse group of biologists, clinicians, and physicists. She received the NSF CAREER Award in 2005, DARPA Young Faculty Award in 2009, the Anita Borg Institute’s Denice Denton Emerging Leader Award in 2010, and was a 2010-2011 fellow of the Stanford Clayman Institute. Prior to her Ph.D. at Stanford, Professor Pruitt was an officer in the U.S. Navy, trained in nuclear engineering and design, and served first at the engineering headquarters for Navy nuclear programs and then as a systems engineering instructor at the U.S. Naval Academy, where she taught strength of materials, controls, naval architecture, and offshore sailing.

n this seminar you will learn how to build, program, and control haptic devices, which are (mechatronic) devices that allow users to feel virtual or remote environments. In the process, you will gain an appreciation for the capabilities and limitations of human touch, develop an intuitive connection between equations that describe physical interactions and how they feel, and gain practical interdisciplinary engineering skills related to robotics, mechanical engineering, electrical engineering, bioengineering, and computer science. In-class laboratories will give you hands-on experience in assembling mechanical systems, making circuits, programming Arduino microcontrollers, testing their haptic creations, and using Stanford’s student prototyping facilities. The final project for this seminar will involve creating a novel haptic device that could be used to enhance human interaction with computers, mobile devices, or remote-controlled robots.

Allison Okamura is an associate professor in the Mechanical Engineering department and director of the Collaborative Haptics and Robotics in Medicine (CHARM) Laboratory. Professor Okamura creates robots and human-computer interfaces that use haptics (the sense of touch) in order to improve human health, safety, and quality of life. She and her students study applications of haptic technology in robot-assisted surgery, prosthetics, rehabilitation, simulation and training, space teleooperation, and education. Professor Okamura is committed to sharing her passion for research and discovery, using robotics and haptics in outreach programs to groups underrepresented in engineering. Outside academia, she enjoys spending time with her husband and two children, running, and playing ice hockey.

MECHANICAL ENGINEERING (ME) 26N | 3 UNITS |

Medicine (MED) 71N | 3 UNITS |

Think Like a Designer

Hormones in a Performance-Enhanced Society

Shilajeet “Banny” Banerjee is associate professor in the Department of Mechanical Engineering, and director of the Stanford Design Program. He has been working on design methodologies that can be directed towards complex problems at the intersection of technology, social needs, and business needs. Currently, his work is aimed at developing integrated approaches to solving “wicked” problems and transdisciplinary structures based on design methodologies in order to effect rapid change vis-a-vis some of the bigger challenges facing mankind. Prior to Stanford, he worked for IDEO and PARC. In addition to his years working as a designer and design strategist, he has worked in the fields of architecture, structural engineering, sustainable development in third-world countries, art, computer science, and energy conservation.

Prerequisite: high school classes in biology, biochemistry, or human biology would be helpful, but not necessary.

his seminar will explore how the availability of hormone therapy has affected various aspects of our daily lives. Topics will include the controversies concerning use of hormones in athletics; menopause and its treatment; cosmetic use of hormones to enhance growth, strength, and libido; use of hormones as anti-aging drugs; and how the hormone system has influenced our notions of gender. You will learn about the biochemistry and physiology of the human endocrine system, how hormones influence behavior, and how to read a scientific paper. The seminar will combine lectures by the instructor with discussions of specific topics by each of the students. Andrew Hoffman is a professor of medicine. His major research interests are in the fields of growth factors, the genetics and epigenetics of cancer, and the endocrinology of aging. He is an active clinician specializing in the treatment of pituitary disease.

FRESHMAN

his seminar will introduce students to techniques that are used by designers to create highly innovative solutions to wicked problems that cross domains. The project-based class will emphasize approaches to problem identification and problem solving. Along with a survey of tools such as need finding, structured brainstorming, synthesis, rapid prototyping, and visual communication, the class will include field trips to a local design firm, a robotics lab, and a prototyping lab. A secondary goal of the seminar is to introduce students to the pleasures of creative design and hands-on development of tangible solutions.

AUTUMN

FRESHMAN AUTUMN

MUSIC (MUSIC) 11N | 3 UNITS |

MUSIC (MUSIC) 14N | 3 UNITS |

A View from the Podium: The Art of Conducting

Women Making Music

his class will reveal the art of conducting: how conductors interpret the music, realize their vision through the rehearsal process, and communicate with the orchestra and the audience. Conducting is often seen as a kind of magic but is actually based on effective human communication skills. This course will focus on a conductor’s communication with the orchestra, but we also will apply these lessons to other fields of endeavor. Orchestras did not always have conductors, and this seminar will begin by tracing the reasons for the emergence of professional conductors. We will follow their growing importance to music-making in the present era. We will examine in detail the conductor’s role in leading an orchestra and watch this process at a Stanford Symphony rehearsal. By watching videotapes of such master conductors as Arturo Toscanini, Leonard Bernstein, Herbert von Karajan, and others, we will examine how conductors shape the music to their personal vision. We will also go inside a conductor’s head to learn the process of music-making by studying several examples from the symphonic literature. Once they conceive this vision of the music, conductors must convey this to the orchestra, and we will learn how they use gestures, words, and body language to do this. Conducting, in essence, is leadership: it requires vision, communication, and people skills. We will conclude by discussing how some of the lessons of conducting can be applied in other professions.

Jindong Cai is a conductor, recording artist, and writer, as well as director of orchestral studies in the Music Department. He studied with conductors Leonard Bernstein, Gerhard Samuel, and others; held assistant conducting positions; and has had many guest conducting appearances in the United States and China. He has also appeared with major Chinese orchestras including the Shanghai Symphony. Professor Cai has recorded with Centaur Records and Vienna Modern Masters, and has co-written articles with Sheila Melvin in the New York Times. His new book is Rhapsody in Red: How Western Classical Music Became Chinese.

here are the women in the worlds of music? They are uppity blues women, divas, folksingers, prima donnas, concert pianists, courtesans, and chanting nuns. Women have composed symphonies, operas, chamber music, and songs. This seminar surveys women’s musical activities across times and cultures, and examines how ideas about gender shape the environments in which people create, perform, and hear music. The class is designed for students interested in social history, cultural studies, and gender studies as well as music. We will examine how gender shapes musical practice in traditional cultures and learn how American blues women and the Egyptian singer Umm Kulthum became voices of their people. We will study the “secret music” of Renaissance nuns, Japanese geishas, and Indian courtesans: women whose music was considered so seductive that it could be heard only by select audiences, sometimes behind closed doors. Our discussion of divas and sexual politics in opera will include a field trip to see Puccini’s “Tosca.” We will examine how contemporary female composers and pop artists manipulate traditional images of femininity, masculinity, and sexuality. You will contribute to the seminar’s musical content, posting songs and videos relevant to each week’s topic on the course website so we can listen to and discuss each other’s contributions in class.

Heather Hadlock, associate professor of music and director of the Program in Feminist Studies, has taught at Stanford since 1996. She received her Ph.D. in musicology from Princeton in 1996, and her B.A. in music and history from Duke in 1988. She is a feminist music historian and critic of 19th-century French and Italian Romantic opera. Her book, Mad Loves: Women and Music in Offenbach’s Les Contes d’Hoffmann, explores the literary sources and social meanings of this fantastical French Romantic opera. Her second book, Pants Parts, studies “trouser roles” (female singers cast as men) in opera from the end of the Classic period through the modern era. By examining cross-dressed female performers in such masculine roles as the lover, the warrior, the pageboy, and the sidekick, she traces changing depictions of gender, sexuality, authority, and love on the operatic stage.

MUSIC (MUSIC) 15N | 3 UNITS |

MUSIC (Music) 32N | 3 UNITS |

The Aesthetics of Data

Sculpting with Sounds, Images, and Words

Jonathan Berger is the Denning Family Provostial Professor in Music. He is a composer and researcher; much of Professor Berger’s work involves developing new methods of sonification of complex data, as well as the use of data as artistic source material. View his department website at: ccrma.stanford.edu/~brg/

ontemporary culture abounds in multimedia forms. Whether in film or music, television, installation art or media performance, computer games or park attractions, the three modes of expression-—sounds, images, and words-—are interwoven in unique ways. What are their individual and combined powers? How would you harness them? The course will be an opportunity to face these questions in creative projects as well as through inclass viewing of multimedia works, analysis and debates, readings, guest lectures, and student presentations. Your projects will be produced individually and as collaborations. This seminar will be taught at the Center for Computer Research in Music and Acoustics where you will have access to new media technologies. Participants’ enthusiasm is expected, but not necessarily any prior experience as art practitioners or computer programmers.

Jaroslaw Kapuscinski is a composer, animator, installation artist, and pianist. His work has been presented in Europe, Asia, and the Americas in venues such as New York MOMA and the Pompidou Center in Paris, and he has received awards at international video and media festivals in France, Switzerland, and Canada. His primary interest is creation and performance of works in which musical instruments are used to control multimedia content. His collaborators include poets, animators, cinematographers, photographers, dancers, and choreographers. He was trained as a classical pianist and composer at the Chopin Academy of Music in Warsaw and expanded into multimedia at Banff Centre for the Arts in Canada and during doctoral studies at UC San Diego. He has taught at McGill University in Montreal, Royal Academy of Arts and Music in The Hague, Art Conservatory and Music Academy in Odense, and the Conservatory of Music at University of the Pacific, and has lectured internationally. At Stanford he teaches seminars in composition, workshops for intermedia artists, and classes on Asian traditional music. He also leads the Intermedia Performance Lab at the Center for Computer Research in music and Acoustics (CCRMA).

FRESHMAN

his course, a spin-off of my earlier “Technology and the Arts” seminar, will focus on visual and auditory display of data. Specifically, we’ll explore the importance of aesthetic principles in effective data display, and the creative potential of scientific, biological, environmental, and other data as inspiration for artistic expression. The goal of this course is to introduce freshmen to the integration of science and the arts.

AUTUMN

FRESHMAN AUTUMN

Philosophy (PHIL) 10N | 3 UNITS |

PHYSICS (PHYSICS) 45N | 1 UNIT |

Bounded Rationality

Advanced Topics in Light and Heat

Prerequisite: advanced placement in physics or concurrent enrollment in Physics 45 or consent of instructor.

his seminar takes a philosophical approach to a cutting-edge debate in psychology: the debate about the viability and interpretation of dual process theories of mind. We will look at the role of heuristics in reasoning and decision making, the relation between dual process theories and other models of the mind—both competing and complementary—and the relation between the dual process distinction and the (philosophical) distinction between personal and sub-personal levels of explanation. Our readings include texts in contemporary cognitive science and psychology, as well as in philosophy of mind. Anna-Sara Malmgren is an assistant professor of philosophy. She works in epistemology, philosophy of mind, and philosophy of language and metaphysics. At present she is particularly interested in certain problems of meta-philosophy, in linguistic communication and testimony, and in the psychology and epistemology of inference.

his interactive weekly seminar gives students the chance to study some interesting phenomena associated with the concepts of light, optics, and thermal physics covered in Physics 45. We will discuss a variety of topics with examples chosen from optical phenomena and weather, thermodynamics, and heat in the home, and especially, optics and radiation as applied to astrophysics and cosmology. The material will be roughly parallel to the syllabus of Physics 45.

Steve Chu came to Stanford in 1987 after graduate studies and a postdoctoral fellowship at UC-Berkeley as well as work at AT&T Bell Laboratories, where he headed the quantum electronic department. In 1997, he was a co-recipient of the Nobel Prize in physics for his pioneering research in laser cooling and trapping. He has been a Guggenheim Fellow and is a member of the National Academy of Sciences and the American Philosophical Society, as well as a foreign member of the Chinese Academy of Sciences. From 2009 to 2013 he served as United States Secretary of Energy; he is the first scientist to hold that post. In 2013 Professor Chu returned to Stanford as professor of physics and molecular and cellular physiology and William R. Kenan, Jr. Professor of Humanities and Sciences.

POLITICAL SCIENCE (POLISCI) 28N | 3 UNITS |

Science on the Back of the Envelope Prerequisite: high school physics.

The Changing Nature of Racial Identity in American Politics

Shoucheng Zhang is the J. G. Jackson and C. J. Wood Professor of Physics and, by courtesy, professor of applied physics and electrical engineering. He is also the codirector of the IBM-Stanford Spintronic Science and Applications Center. Professor Zhang earned his B.S. at the Free University of Berlin, Germany (1983) and his Ph.D. at the State University of New York at Stonybrook (1987). From 1989 to 1993 he was a research staff member at the IBM Almaden Research Center and since 1993 he has been a member of the Stanford Physics Department. His research focuses on theoretical condensed matter physics, including superconductivity. He was elected to the Academy of Arts and Sciences in 2011.

merica’s racial landscape has undergone a remarkable transformation over the past decade. Between 2000 and 2010, the Hispanic population rose by 15.2 million such that now 1 in 6 residents is of Hispanic ethnicity. The Asian population grew by 43 percent, making it the fastest-growing racial group. The proportion of Americans identifying as Black or as Some Other Race also increased. In addition, more than 9 million Americans identify with multiple races, and it is estimated that 20 percent of the population will identify this way by 2050. All told, almost one-third of Americans now identify with a racial/ethnic minority group. In this seminar, we examine the relationship between racial identity, group consciousness, public opinion, and public policy. We will study how Census racial categories have evolved over the past two centuries, and how these changes have shaped the way Americans perceive of race and its significance. Our topics include the development of political solidarity among Blacks, Latinos, Asians, and American Indians; ethnic diversity among Whites; the rise and decline of the “one-drop rule” and its relationship to political group attachments; the politics of immigration and acculturation; the politicization of Census categories and the 2000 Census change; and the construction of political identities among the growing mixed-race population. The central themes of our course include the instability of racial identification and the challenges inherent in defining and measuring race in American politics. In addition to attendance and participation in the seminar, you will be asked to write one-page reading response papers and a short paper. The culmination of our course is a group project on a topic of your own choosing. Lauren Davenport’s general research interests include American politics, race and ethnicity, and public opinion. In particular, her work seeks to problematize the study of racial identity and explores the connection between racial group consciousness and political attitudes. Her current research focuses on the American multiracial population and the political implications of mixed-race identification. Her recent scholarship examines the construction of racial identity and political outlook among the biracial White-Black population. She employs both quantitative survey data as well as in-depth interviews to assess how racial background and identity meaningfully shape the political behavior of mixed-race people.

FRESHMAN

n this class we will explore the art of understanding the complex world around us quantitatively, using order of magnitude estimates and dimensional analysis. Starting from a handful of fundamental constants of nature, one can estimate complex quantities such as cosmological length and time scales, size of the atom, height of Mount Everest, speed of a tsunami, energy density of fuels, and climate effects. Through these examples students will learn the art of deductive thinking, fundamental principles of science, and the beautiful unity of nature.

AUTUMN

PHYSICS (Physics) 81N | 3 UNITS |

PSYCHOLOGY (PSYCH) 12N | 3 UNITS |

AUTUMN

FRESHMAN

Self Theories

re high achievers just smarter than others? Are leaders born rather than made? Are great athletes simply naturals? In this seminar we will explore the contribution of nature (talent) and nurture (experience, effort) to people’s achievement. We will discuss new research that highlights the role of nurture. That is, we will examine evidence that our brains are malleable, that intelligence can be taught and increased even in adulthood, and that genius stems as much from dedication as from talent. We will read and discuss research showing that people who believe their abilities are fixed are less likely to take on challenges, put out effort, and cope well with setbacks than are people who believe that their abilities can be developed. We will see how people with the belief that abilities can be developed have an advantage in academics, business, sports, and personal relationships. We will use this research to address such questions as why so many very bright students stop working hard when the material becomes difficult, are afraid to make mistakes, can’t take feedback without becoming defensive or discouraged, or have an inordinate need for praise and rewards. How are these self-theories learned? To answer this question, we will examine work that shows the effects of praise on self-theories. We will also read about how selftheories can be changed to improve performance in school and in the workplace. The last weeks of the quarter will be spent presenting and discussing student projects. Carol S. Dweck is the Lewis and Virginia Eaton Professor of Psychology. Her research focuses on why people succeed and how to foster their success. More specifically, her work has demonstrated the role of mindsets and self-conceptions in motivation, and has illuminated how praise for intelligence can undermine motivation and learning. Professor Dweck has also held professorships at Columbia University and Harvard, has lectured all over the world, and has been elected to the American Academy of Arts and Sciences. Her work has been prominently featured in many national publications, and she has appeared on Today, Good Morning America, and 20/20. Her most recent book is Mindset.

Public Policy (PUBLPOL) 55N | 3 UNITS | CROSSLISTED: Economics (ECON) 25N

Public Policy and Personal Finance

his seminar will provide an introduction and discussion of the impact of public policy on personal finance. Voters regularly rate the economy as one of the most important factors in their political views, and most of those opinions are focused on their individual bottom lines. In this course we will discuss the rationale for different public policies and how they affect personal financial situations. We will explore personal finance issues such as taxes, loans, charity, insurance, and pensions. Using the context of (hypothetical) personal finance positions, we will discuss the public policy implications of various proposals and how they affect different groups of people. For example, the implications of differential tax rates for different types of income, the promotion of home ownership in the United States, and policies to care for our aging population. While economic policy will be the focus of much of the course, we will also examine some of the implications of social policies on personal finance as well. Students will be required to prepare brief memos on each topic and write a short paper at the end of the quarter. Active participation in the classroom discussion is an important part of the experience. Student learning goals include understanding the implications of government policy and the differential impacts on overall welfare and individuals’ welfare.

Greg Rosston is deputy director of the Stanford Institute for Economic Policy Research and deputy director of the Public Policy program at Stanford University. Professor Rosston served as deputy chief economist at the Federal Communications Commission working on the implementation of the Telecommunications Act of 1996, and he helped to design and implement the first-ever spectrum auctions in the United States. In 2011, he was senior economist for Transactions for the Federal Communications Commission, focusing on the proposed AT&T/T-Mobile transaction. He co-chaired the Economy, Globalization and Trade committee for the 2008 Obama campaign and was a member of the Obama transition team focusing on economic agency review and energy policy. He serves as an advisory board member for the Stanford Federal Credit Union, Sustainable Conservation, and the Nepal Youth Foundation.

SOCIOLOGY (SOC) 14N | 3 UNITS |

Demons, Death, and the Damned: The “Other” and the Otherworldly in America

Inequality in American Society

These are the kinds of questions we’ll be exploring together. Beliefs about the “other world” and otherworldly beings have never been disconnected from “this-worldly” concerns in the United States. We’ll look at how some groups of Americans have demonized others, seeing the devil’s influence in, for instance, folk medicine practiced by women, and indigenous rituals. We’ll also look at how Americans have assessed who is saved and who is damned, and how their ideas about who belongs in heaven and hell have affected their interactions with each other and the wider world. We’ll examine ancient sources of American beliefs and changing American views over time, approaching the material both chronologically and thematically. You will learn how historians deal with sacred texts and how to contextualize concepts that, to believers, are unchanging and eternal. You will have the opportunity to write a research paper on a topic of your own choosing. Class sessions will involve a mix of lecture and discussion; we will also take a field trip to a local cemetery. There are no prerequisites; the only requirement is curiosity and a willingness to engage with the material critically but respectfully. Kathryn Gin Lum is an assistant professor of religious studies and specializes in American religious history. Her research and teaching interests focus on religion and race, religion and violence, and the afterlife, evil, and death in America. She is currently working on a book, Damned Nation: Hell in America from the Revolution to Reconstruction (forthcoming, Oxford University Press). She is an Annenberg Faculty Fellow (2012-2014), is affiliated with the Center for Comparative Studies in Race and Ethnicity (CCSRE), and organizes the American Religions Workshop at Stanford. Professor Gin Lum received her B.A. from Stanford and her Ph.D. from Yale.

ocial inequality is a feature of all advanced industrial societies. However, some societies have more inequality than others, and some types of inequality are more prominent in some societies than in others. Inequality in the United States is greater than in many other industrialized nations and has increased dramatically in the past 30 years. Economic inequality, for example, is greater today than any time since the 1920s. Growing public awareness of this inequality has sparked a vigorous debate among politicians and public protests in city streets; some that have turned violent. The Occupy Movement was driven entirely by resentment against the growing concentration of economic privilege within a small segment of society. Despite these debates and protests, there is no consensus about whether anything should be done to stem this trend. This seminar will focus on three domains of inequality in the United States: social class, gender, and racial inequality. Our readings and discussions will examine theory and research about the origins of social inequality; how inequality is reproduced over time; the consequences of inequality; and what might be done to reduce inequality in American society. Students will be expected to lead and participate in seminar discussions, and to complete a weekly assignment based on the readings. C. Matthew Snipp is professor of sociology and the former director of the Center for Comparative Studies in Race and Ethnicity. He received his Ph.D. from the University of Wisconsin and has been a research fellow at the Census Bureau and Stanford’s Center for Advanced Study in the Behavioral Sciences. His research focuses primarily on the racial and ethnic demography of American society, especially the demography of the American Indian population and people of multiracial heritage. Professor Snipp has served as an advisor to the Census Bureau, the Centers for Disease Control, and the National Center for Health Statistics. He currently serves on a National Academy of Science panel evaluating the quality of the 2010 census and plans for the 2020 census.

FRESHMAN

ow have Americans understood the figure of the devil? What is the devil’s role in the afterlife, and how have Americans’ hopes and fears about heaven and hell affected their attitudes towards death and their lives in the here and now?

AUTUMN

RELIGIOUS STUDIES (RELIGST) 14N | 4 UNITS |

FRESHMAN AUTUMN

Statistics (STATS) 48N | 3 UNITS |

THEATER and PERFORMANCE STUDIES (TAPS) 11N | 4 UNITS |

Riding the Data Wave

Dramatic Tensions: Theater and the Marketplace

magine collecting a bit of your saliva and sending it in to one of the personalized genomics company—for very little money you will get back information about hundreds of thousands of variable sites in your genome. Records of exposure to a variety of chemicals in the areas you have lived are only a few clicks away on the web, as are thousands of studies and informal reports on the effects of different diets to which you can compare your own. What does this all mean for you? Never before in history have humans recorded so much information about themselves and the world that surrounds them, nor has this data been so readily available to the lay person. Expressions such as “data deluge’’ are used to describe such wealth as well as the loss of proper bearings that it often generates. How to summarize all this information in a useful way? How to boil down millions of numbers to just a meaningful few? How to convey the gist of the story in a picture without misleading oversimplifications? To answer these questions we need to consider the use of the data, appreciate the diversity that they represent, and understand how people instinctively interpret numbers and pictures. During each week, we will consider a different data set to be summarized with a different goal. We will review analysis of similar problems carried out in the past and explore if and how the same tools can be useful today. We will pay attention to contemporary media (newspapers, blogs, etc.) to identify settings similar to the ones we are examining and critique the displays and summaries documented there. Taking an experimental approach, we will evaluate the effectiveness of different data summaries in conveying the desired information by testing them on subsets of students in the seminar.

Chiara Sabatti was born and raised in Italy, where she obtained a master’s degree in statistics and economics from Bocconi University. She came to Stanford to pursue a Ph.D. in statistics and worked on computer simulation methods until she discovered the power of statistics in genetics during her postdoctoral experience. She was on the faculty at UCLA and after nine happy years in sunny southern California, she came back north with her family and currently lives and works at Stanford. She is an associate professor of biostatistics in the Department of Health Research and Policy, and has a courtesy appointment in statistics. Her research focuses on statistical methods for the analysis of genetics and genomics data. She enjoys working with freshmen and has been a pre-major advisor for the past few years.

his seminar explores the current state of the American theater and its artists. Much conventional wisdom tells us that theater is a dying art, and something of a lost cause, especially in an age of multi-media entertainment. But the roots of the drama are very old and very deep, and there are more young playwrights, actors, and directors entering the field today than at any other time in American history. We’ll get to know the work of today’s theater artists, with an emphasis on an emerging generation of playwrights that is still finding plenty to say from the classic platform of the living stage. Students will read a cross-section of plays from writers currently working in the United States and the United Kingdom, covering a broad spectrum of subjects and styles from serious to comic, from the musical to the straight play. We’ll look at the hits and misses from recent seasons of the New York and London stages and examine some of the differences of artistic taste across the Atlantic. In the second part of the course we will explore, handson, the arts and skills necessary to make a play succeed. Students will get the chance to develop their own areas of interest, in guided projects in design, direction, or performance. Class visits will be arranged to allow for conversations with playwrights, designers, and directors. Labs and master-classes will allow students to solve problems posed in areas of creative production. And finally, we’ll meet some of the literary managers and producers who are on the frontlines of underwriting new talent. Students completing this seminar should come away with an informed appreciation of the state of the arts in America today, and some excitement about the possibilities that lie both within the field and in themselves. Class trips will include two plays at major Bay Area stages.

Amy Freed is the author of The Monster Builder; You, Nero; The Beard of Avon; Freedomland; The Psychic Life of Savages; Restoration Comedy; and other plays. Her work has been produced at New York Theater Workshop, Seattle Repertory, American Conservatory Theater, Berkeley Rep, Woolly Mammoth, and other theaters around the country. Amy was a recipient of the Joseph Kesselring Award and the Charles MacArthur Award, has won the L.A. Drama Critics Circle Award several times, and was a Pulitzer finalist for Freedomland. As artist-in-residence in Stanford’s drama department she is also a playwright-in-residence for The Arena Stage in Washington, D.C., where she is developing a new work. Her most recent play, You, Nero, was presented at Arena in November 2011.

AERONAUTICS AND ASTRONAUTICS (AA) 116Q | 3 UNITS |

American Studies (AMSTUD) 114Q | 5 UNITS |

Electric Automobiles and Aircraft

Visions of the 1960s

Prerequisites: AP Physics or Elementary Mechanics; Introduction to Calculus; Introduction to Circuits.

Prerequisite: only an interest in the topic. his course offers an introduction to the ideas, sensibility, and (to a lesser degree) politics of the American 1960s. Topics will include the early 1960s vision of a “Beloved Community”; varieties of racial, generational, and feminist dissent; the meaning of the “counterculture”; and current interpretive perspectives of the 1960s. We will give some attention to film and music as well as to articles and books. Likely readings are Stewart and Judith Albert, eds., The Sixties Papers, plus selections by Todd Gitlin, Norman Mailer, Sara Evans, Alice Walker, Tom Wolfe, Martin Luther King Jr., Herbert Marcuse, and others. We will also view and discuss at least two films, probably The Graduate and a documentary such as Winter Soldier.

Richard Gillam is coordinator of the American Studies Program. He has won Stanford’s Walter J. Gores Award for Excellence in Teaching as well as an ASSU Teaching Award. His publications include the book Power in Postwar America and articles, mostly dealing with American intellectual and cultural history, in The American Quarterly, American Scholar, Gettysburg Review, The Public Historian, Theory and Society, and elsewhere. His musical tastes favor Bob Dylan, and he tends to sympathize with the early, rather than the late, 1960s.

SOPHOMORE

Per Enge is the Kleiner-Perkins Professor in the School of Engineering at Stanford University, where he is also the director of the Global Positioning System (GPS) Research Laboratory. The GPS laboratory pioneers satellite-based navigation systems for aviation and maritime use. Two of these systems are in widespread use today, and support millions of users in the air, at sea, and on land. A third system was deployed in 2010 and enables aircraft to land in zero visibility. Professor Enge has received the Kepler, Thurlow, and Burka Awards for his work. He is also a member of the National Academy of Engineering and a Fellow of the ION and the IEEE. He received his Ph.D. in electrical engineering from the University of Illinois in 1983, where he designed and analyzed an orthogonal signal set for code division multiple-access communications.

AUTUMN

ransportation accounts for nearly one-third of American energy use and greenhouse gas emissions, and three-quarters of American oil consumption. Thus, it has crucial impacts on climate change, air pollution, resource depletion, and national security. Students wishing to address these issues will need to reconsider how we move towards finding sustainable transportation solutions. This course will provide an introduction to the issue, covering the past and present of transportation and its impacts, examining alternative fuel proposals, and digging deeper into the most promising option: battery electric vehicles. Topics will include the energy requirements of air, ground, and maritime transportation; the design of electric motors, power control systems, drive trains, and batteries; and technologies for generating renewable energy. Students will also have two fun opportunities for hands-on experiences with electric cars.

SOPHOMORE AUTUMN

BIOCHEMISTRY (BIOC) 118Q | 3 UNITS |

CHEMICAL ENGINEERING (CHEMENG) 60Q | 3 UNITS |

Genomics and Medicine

Environmental Regulation and Policy

Prerequisites: high school knowledge of DNA, RNA, and protein structure. Concurrent enrollment in BIO 41 or HUMBIO 2A would be useful.

Prerequisites: high school physics and chemistry.

his seminar investigates the kind of knowledge gained from sequencing the human genome and the implications of such knowledge for medicine and biomedical research. Students learn novel diagnoses and treatment of disease including gene therapy, stem cell therapy, and rational drug design. We also discuss the ethical implications of stem cell therapy and other uses of genetic information, including personal genomic analysis. The course will be of interest to students who plan to major in biology or human biology, especially premedical students and biology majors who use molecular biology methods. It will also be of interest to future business or law students interested in privacy, intellectual property rights, and other societal issues, such as insurance and health care policy. Homework will involve using genome and disease databases to determine the function of genes involved in a particular disease, and understanding the basis for that disease, its diagnosis, and potential treatments. Further information is available at biochem118.stanford.edu.

Douglas Brutlag is professor emeritus of biochemistry and medicine, by courtesy. He was co-principal investigator of the NIH GenBank database, on the advisory board and planning panel of the National Library of Medicine, and has founded a biotechnology software company. Professor Brutlag also teaches computational molecular biology.

ow do we formulate fair, effective policies to protect the environment? Students will learn how environmental policy and regulation are formulated, with an emphasis on how to distinguish between valid scientific research and hype. Policy issues such as the precautionary principle, the cost-effectiveness of regulation, and the balance of stakeholder interests will be introduced. The class pays particular attention to topical environmental issues. Students choose from topics of interest (e.g. toxins in the supply chain, the BP oil spill, and environmental justice). Each topic includes a lecture, and then student groups will have the opportunity to develop presentations, improve their public speaking skills, and answer classmatesâ&#x20AC;&#x2122; questions in a forum-like setting. This course will teach students the necessary skills to understand where facts stop and bias begins in everything from documentaries to news reports. An emphasis is on the environmental policies of the United States, but includes comparing and contrasting with environmental policies in the European Union, China, and some developing nations. Questions concerning the proper use of science and engineering, scientific and technical literacy in the public, and the impact of emotional reactions are also addressed. We explore current environmental policy and regulatory issues and discuss alternative models for formulation of policy. Nontechnical issues that affect the formation of regulations and policy, including political and economic forces, are also considered. The discussions often fundamentally change what students previously thought about environmental regulation. Shari Libicki received her Ph.D. in chemical engineering from Stanford. She did research at a pharmaceutical company and then worked for the U.S. State Department negotiating international science treaties. She is a Principal in ENVIRON Corp., a consulting firm that applies scientific research to environmental issues.

CHEMICAL ENGINEERING (CHEMENG) 70Q | 3 UNITS |

CIVIL AND ENVIRONMENTAL ENGINEERING (CEE) 31Q | 4 UNITS |

Masters of Disaster

Accessing Architecture Through Drawing

Prerequisites: high school physics and chemistry recommended.

John Moalli has worked at Exponent Failure Analysis in nearby Menlo Park for 20 years, and has been teaching at Stanford for 8 years. John obtained his Sc.D. from the Department of Materials Science at MIT, and has focused his career on the analysis and investigation of engineering failures. He is published in the areas of failure analysis and the use of the design process to prevent failures. His goal is to enthusiastically bring his real-world forensic engineering and design experience to Stanford students.

Note: Seminar is also offered in spring quarter. John Barton is the director of Stanford’s Architectural Design Program. His practice has spanned nearly 30 years, and he has received numerous design awards, including a recent AIACC Honor Award in Urban Design for collaborative work on high-speed rail options in Palo Alto. He also combines teaching and professional practice with significant community service, including one term on the Palo Alto City Council and two terms on the Palo Alto Unified School District Board of Education. He earned his B.A. and M.A in architecture from UC Berkeley.

SOPHOMORE

his seminar explores disasters that can be traced to failures in the design process. Engineers, artisans, politicians, lawyers, and scientists all contribute to the final design of products that enter the stream of commerce. Despite every attempt to optimize a design, they sometimes fail. Whether it is a defect in an automobile, a plane, a building, or a medical product, a failure has its roots in an oversight in adhering to the design process. In this class, students form teams to analyze real failures and design new products, presumably free from the potential for disastrous results. Learning from the disasters of the past, one can avoid the disasters of the future. No previous design experience is necessary. Students majoring in everything from music to psychology to engineering have enjoyed this seminar.

AUTUMN

n today’s architecture, buildings are becoming more and more spatially complex, as evidenced by such exemplars as Frank Gehry’s Guggenheim Museum in Bilbao, Spain. Drawing architecture is a way to obtain a deeper understanding of the intricacies and subtleties that characterize outstanding contemporary buildings. In this seminar, students will learn how to draw freehand perspectives and to construct conventional architectural drawings such as plans, elevations, and sections. Students will draw with charcoal, pencil, colored pencil, and felt-tip pens. Once basic skills in drawing are acquired, students will have the opportunity to apply what they have learned to a simple architectural design project. This course assumes some prior experience in drawing or the desire to make a serious commitment to learning how to draw.

SOPHOMORE AUTUMN

CLASSICS (CLASSART) 21Q | 3– 5 UNITS |

COMPARATIVE MEDICINE (COMPMED) 80Q | 3 UNITS |

Eight Great Archaeological Sites in Europe

Introduction to Animal Behavior

Prerequisite: completion of PWR1.

Prerequisite: an enthusiasm for animals and animal behavior.

his course is an encounter with eight archaeological sites in Europe. Key resources (plans, photographs, video, and selections from publications) are available online and in Shanks’s lab as the basis for exploration of each archaeological site through its excavation, features, finds, and arguments over the site’s interpretation and place in the archaeological history of Europe. It is a taster for Stanford’s interdepartmental Archaeology Program but is open to anyone simply interested in archaeology. The eight sites to be studied are Stonehenge, England (stones in a prehistoric landscape); Knossos, Crete (a labyrinthine palace of the Aegean Bronze Age); Dunstanburgh Castle, England (feudal lords, landscape, and the archaeology of medieval England); Housesteads Roman fort, England (a bleak outpost on Hadrian’s Wall, at the empire’s northern edge); Namforsen, Sweden (islands of prehistoric rock carvings); Gavrinis, France (megaliths, ritual, and ceremony in prehistoric Brittany); Olympia, Greece (sanctuary of Zeus and wonder of the ancient world); and Tel El Amarna, Egypt (city of the heretical pharaoh Akhenaten). These sites will be studied to introduce the latest archaeological and anthropological thought and raise deep questions about our understanding of ancient societies, as well as the way we study and represent them. This course fulfills the second-level Writing and Rhetoric Requirement (Write-2) and emphasizes oral and multimedia presentation. Note: Seminar is also offered in spring quarter.

Michael Shanks is the Omar and Althea Hoskins Professor of Classical Archaeology. His teaching and research focuses on Mediterranean archaeology, the theory and philosophy of design, and heritage and the place of the past in the present. His books include Classical Archaeology: Experiences of the Discipline; Art and the Early Greek City State; Theatre/ Archaeology (with Mike Pearson); Experiencing the Past: On the Character of Archaeology; Re-Constructing Archaeology; and Social Theory and Archaeology (the last two with Chris Tilley).

hy do animals behave the way they do? What does behavior tell us about their inner lives, and about ourselves? Background reading and class lectures will develop basic principles and flesh them out with unforgettable examples. (What, for instance, do lipstick and cuckoos and fireflies have in common? Why wouldn’t anyone want to be a penguin? What do mice say to each other in their pee-mail?) The seminar will have an emphasis on in-class discussion and criticism of video examples, documentaries, and research papers, including the chance to video-conference with the authors of assigned reading and ask those burning questions you always have after reading a really exciting paper. Traditional and modern topics will include: history and approaches to animal behavior; the development of behavior, from genetics to learning; the mechanisms of behavior, from neurons to motivation; the function of behavior, from how behavior has been shaped by evolution to why animals appear to behave altruistically; the phylogeny of behavior, emphasizing how related behaviors change from species to species to fit each animal’s niche; and modern applications of behavior, from abnormal behavior to conservation to animal welfare and animal consciousness.

Joseph Garner is an associate professor of comparative medicine, and associate professor, by courtesy, of psychiatry and behavioral sciences. He received his doctoral degree in (abnormal) animal behavior at the University of Oxford, Great Britain, and conducted his postdoctoral training at UC Davis. His research interests include the development of refined methods in behavioral research; abnormal behaviors in animals and their relationships with abnormal behaviors in humans; mouse well-being and enrichment; and the scientific impact of well-being problems in lab animals. His favorite experiments are ones where the animals tell you what’s really going on by doing the opposite of what was predicted. He pursued a career in the field of animal behavior because it presents some of the hardest questions and most beautiful answers in science; and because of the great potential for animal behavior to improve both the lives of animals, and also the lives of humans. He serves on the boards of both animal well-being and human mental health advocacy organizations. None of the animal members of his own family are particularly well behaved, but he prefers them that way.

Comparative Medicine (COMPMED) 87Q | 3 UNITS |

EDUCATION (EDUC) 104Q | 3 UNITS |

Introduction to the Mouse in Biomedical Research

“Give Me the Child Until He Is Seven” — The Early Roots of Human Behavior

Prerequisite: completion of PWR1. uman behavior “the choices we make and actions we take” is a principal determinant of human wellbeing. A growing body of evidence suggests that the roots of behavior are to be found in early childhood. By the age of seven, many key behavioral patterns are already set (some would say even earlier). This course will explore how early social forces, psychological influences, and biological systems combine to affect human behavior in childhood and throughout the life course. Why are some children better readers than others? Is it due to the quality of their school? Is it because their parents read to them as toddlers? Are their brains structured differently? Why do some children focus on the future rewards for work done today, while others think mainly about today’s rewards for today’s work? Do the same factors affect why some adolescents become smokers while others don’t? If some 4-year olds can wait 15 minutes for a larger reward, while others, instead of waiting, choose to take a smaller reward now, is that because of how they were taught by their parents, or are their brains wired differently? We’ll try to find answers to questions like these. The principal goal of the seminar is to offer you a broad, interdisciplinary introduction to the concept of human behavior. It will focus on work being done at the intersection of the fields of sociology, psychology, and biology. The course will also provide you with a strong introduction to the research literature in these areas, providing a basis for evaluating the quality of a research report and the essentials of designing and conducting high quality research. This course fulfills the second-level Writing and Rhetoric Requirement (Write-2) and emphasizes oral and multimedia presentation. Donald Barr received his M.D. from the University of California, San Francisco and his Ph.D. in sociology from Stanford University. He is professor of Pediatrics in the Stanford School of Medicine, and holds a courtesy appointment as professor in the Graduate School of Education. He teaches undergraduate courses on health policy and health disparities in the Program in Human Biology. Dr. Barr has received a number of teaching awards at Stanford, including the Dinkelspiel Award for Distinctive Contribution to Undergraduate Education, the Phi Beta Kappa Undergraduate Teaching Award, and the Miriam Aaron Roland Volunteer Service Prize for his integration of teaching, scholarship, and volunteer service to society.

SOPHOMORE

Claude Nagamine is assistant professor in the Department of Comparative Medicine, where his work includes veterinary service, research, and teaching. He joined the Stanford faculty in 2008 and is the director of Rodent Services and the director of the Rodent Health Surveillance Program. Born and raised in Honolulu, Hawaii, he obtained his B.S. at the University of Hawaii, Manoa, his M.A. and Ph.D. at UC Davis, and his DVM at the University of Tennessee, Knoxville. He has worked at the Memorial Sloan-Kettering Cancer Center, the Pasteur Institute in Paris, and the University of California, San Francisco. Prior to entering veterinary school in 2000, he was assistant professor of cell biology at the Vanderbilt University School of Medicine. His research interests include the molecular genetics of mammalian sex determination and mouse infectious diseases, and he is collaborating on a mouse model for the Dengue virus.

AUTUMN

hat is a nude mouse and why is it used in cancer research? How come my mouse pups have a different coat color than their parents? What is a knockout mouse? Answers to these and more are in this introduction to the laboratory mouse, one of the most widely used models in biomedical research. We will explore the natural history and origin of the laboratory mouse; the ethics and regulations on the use of mice in research; the characteristics and nomenclature of commonly used mouse strains; the anatomy, physiology, and husbandry of mice; common mouse diseases and their effects on research; mouse coat color genetics and its relevance to human diseases; immunodeficient mouse models and their uses in research; and the technology for genetically engineering mice (e.g., transgenic mice). Demonstrations and hands-on experience with necropsy, mouse handling, anesthesia, identification methods, and research techniques will be provided using live and dead mice. Each student is expected to read research papers that use the mouse as a research model. Students interested in biomedical research and human or veterinary medicine will benefit from this seminar.

Environmental Earth System Science (EESS) 61Q | 3 UNITS | CROSSLISTED: Earth Systems (EARTHSYS) 61Q International Relations (INTNLREL) 61Q

AUTUMN

SOPHOMORE

Food and Security

n this course, we explore the interconnections between food security and international security. The academic and policy worlds of agricultural development and international security seldom cross, which is puzzling because for the one billion people who suffer from severe malnutrition, security is first and foremost about food. Furthermore, this real-world problem kills vastly more people each year than war and is inextricably related to the pathologies of weak and failing states. We argue that food security should be a key component of international security, and that its prominence will rise as climateinduced shortages increase international competition for energy and resources. The course will provide a broad overview of key policy issues concerning agricultural development and food security, as well as an overview of the field of international security, and we will examine how governments and international institutions are beginning to include food in discussions of security.

Stephen Stedman is the Freeman Spogli Senior Fellow at the Freeman Spogli Institute for International Studies (FSI), and professor of political science, by courtesy, at Stanford University. His research expertise includes civil wars, and mediation and implementation of peace agreements. In 2005 he served as assistant secretary general and special advisor to the Secretary General of the United Nations. His most recent book is Power and Responsibility: Creating International Order in an Era of Transnational Threats (2009). From 2010 to 2012 he directed the Global Commission on Elections, Democracy, and Security. Professor Stedman and his wife, Corinne Thomas, are the resident fellows in Crothers, the academic theme house on global citizenship. Rosamond Naylor is director of the Program on Food Security and the Environment, professor of environmental earth systems and senior fellow at FSI and the Woods Institute, and associate professor of economics, by courtesy. Her research focuses on the environmental and equity dimensions of intensive food production, and she has been involved in field-level research projects throughout the world concerning issues of aquaculture production, high-input agricultural development, biotechnology, climate-induced yield variability, and food security. She currently serves as a member on a number of advisory councils, including the Bill Lane Center for the American West.

FEMINIST STUDIES (FEMGEN) 188Q | 4-5 UNITS |

Imagining Women: Writers in Print and in Person Prerequisite: completion of PWR1.

his seminar is designed to introduce students to the lively world of contemporary literature through the reading of recent texts and through intimate conversations with the authors. The authors for autumn 2013 included Aimee Phan (We Should Never Meet), Marianne Villaneuva (Mayor of Roses), Kathryn Ma (All That Work and Still No Boys), Amber Flora Thomas (The Rabbits Could Sing), Janice Gould (Doubters and Dreamers), Xochiquetzal Candelaria (Empire) and Polly Pagenhart (“Lesbian Dad” blog). Each author will speak briefly about her book and her writing life. Then we will open the session to questions and discussions with the students. Students will make oral and written seminar presentations. The course will end with a focus on the students’ projects as the “final texts.” Students who will benefit most from the course are those who enter it with an enjoyment of literature and a curiosity about writing and the diverse lives of contemporary women. This course fulfills the second-level Writing and Rhetoric Requirement (Write-2) and will emphasize oral and multimedia presentation.

Valerie Miner is the award-winning author of 14 books. Her novels include Traveling with Spirits, After Eden, A Walking Fire, Winter’s Edge, and Blood Sisters. Her short fiction books include Abundant Light, The Night Singers, Trespassing, and Movement. Her collection of essays is Rumors from the Cauldron: Selected Essays, Reviews, and Reportage. The Low Road: A Scottish Family Memoir, was a finalist for the PEN USA creative nonfiction award. Abundant Light was a fiction finalist for the Lambda Literary Awards. Professor Miner has had Fulbrights to India, Tunisia, Indonesia, and Spain, and has won a distinguished teaching award. Her website is valerieminer.com.

Feminist Studies (FEMGEN) 191Q | 2 UNITS |

HISTORY (History) 41Q | 3 UNITS |

Writing Women’s Lives

Mad Women: Women and Mental Illness in U.S. History

his seminar explores how gender and historical context have shaped the experience and treatment of mental illness in U.S. history. Why have women been the witches and hysterics of the past? Why is a mad woman sequestered in the attic of Charlotte Bronte’s Jane Eyre, and not a mad man? Why have there historically been more women than men among the mentally ill? What is the relationship between historically constructed ideas of femininity and insanity? How has the emotional and psychological suffering of women differed from that of men, and how has it changed over time? How did notions of gender influence the definition and treatment of mental disorder? Among the sources we use to explore this topic are films such as Sybil, The Three Faces of Eve, and Women on the Verge of a Nervous Breakdown. This seminar will elucidate women’s changing experience of mental illness in U.S. history, and further the understanding of the historically embedded nature of medical ideas, diagnoses, and treatments.

Margo Horn’s teaching and research focuses on topics relating to U.S. women’s history and the history of medicine, and she has a long-standing interest in the history of madness and psychiatry. She teaches in Stanford’s Department of History, the programs in History and Philosophy of Science, and American Studies. Professor Horn is the author of Before It’s Too Late: The Child Guidance Movement in the United States, 1922-1945, which examines the development of outpatient child psychiatry. Her current research focuses on women and mental illness in U.S. history. Recently, she spent several summers in Phnom Penh, Cambodia, directing a project to help local high school students gain admission to colleges and universities.

SOPHOMORE

Students should possess a willingness to stretch and experiment with writing skills. Students with a good background in prose literature and writing (not necessarily creative writing) will probably find the course most interesting. Students interested in exploring the variety of women’s lives will find the class rewarding.

AUTUMN

his dialogue focuses on prose about the lives of women in different cultures and generations. Students will read a novel and some short stories, as well as micro-narratives (fiction and memoir). Among the readings are Under the Feet of Jesus, by Helena Maria Viramontes, and Short Takes, edited by Judith Kitchen. We also will be reading narratives written by students from the class. The course is designed to offer sophomores a chance to explore creative writing and reading in the context of a small, supportive, and provocative group of young writers. It requires strong voices from all participants. Students will write short exercises as well one longer story. Each participant will produce new, polished work for class assignments, using such tools as research, memory, imagination, and metaphor.

HUMAN BIOLOGY (HUMBIO) 94Q | 4 Units |

Human Biology (HUMBIO) 99Q | 3 UNITS |

Law, Lawyers, and Justice in Cinema

Becoming a Doctor: Readings from Medical School, Medical Training, Medical Practice

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SOPHOMORE

his course will examine the depiction of the system of law and lawyers in cinema, focusing on cases involving psychological issues and science, the application of forensic science and investigation to solving crime, or the interaction between science, religion, and competing liberty interests. We will consider how accurately the legal system and lawyers are depicted in film, and the effect that movies have on influencing public perceptions and expectations regarding the law and the quest for truth and justice. The course will meet on Sunday and Monday nights, with the films screened on Sunday and class discussion on Monday. We will focus on such topics as: AIDS and discrimination; jury dynamics; religious arguments and scientific evidence about the First Amendment; sexism and the law; and the role of forensics in courtrooms. Films may include: Judgement at Philadelphia (1994); Twelve Angry Men (1959); The Accused (1988); Presumed Innocent (1990), and others.

Bill Abrams, BA â&#x20AC;&#x2DC;76, is a consulting professor in human biology, where he teaches courses on law and policy. Bill is also a trial and appellate lawyer with clients in both public interest and Constitutional cases and in technology and business cases. He has taught at Stanford since 1996 and works with the Stanford Law School Youth and Education Law Clinic and Center for Internet and Society on pro bono matters.

his seminar will introduce students considering medicine as a career to the experience of medical school, residency training in medicine and surgery, and the practice of medicine. Readings by and about doctors (including William Carlos Williams, Robert Coles, Perri Klass, W. Somerset Maugham, Sinclair Lewis, and Leo Tolstoy) will be supplemented by the professorâ&#x20AC;&#x2122;s 29 years of experience working as a cardiac surgeon, training surgical residents, and teaching medical students. An important part of the course will be frank discussions of topics not often brought to the attention of prospective doctors, such as how to pick a medical school and a residency, how medicine will affect family life (especially important for those who want time off to have children), and the differences between surgical and medical specialties. We will also consider advantages and disadvantages of various types of careers in medicine, such as academic teaching, pure research, and clinical practice as part of a group, HMO, hospital staff, or private practice.

Lawrence Zaroff has had three careers following his residency and two years in the U.S. Army Surgical Research Unit. He focused for 29 years on cardiac surgery, including a stint as director of the Cardiac Surgical Research Laboratory at Harvard. There, his work centered on the development of the demand pacemaker. He spent the next 10 years concentrating on alpine climbing, and did a first ascent of Chulu West, a 22, 000- foot peak on the Nepal-Tibet border. His third life has been at Stanford, where he received a Ph.D. in 2000, and where he teaches courses in medical humanities to undergraduates and medical students. He is also a senior research scholar with the Center for Biomedical Ethics and has written for the science section of the New York Times. He sees patients one day a week, working as a family doctor.

LANGUAGE CENTER (PORTLANG) 193Q | 3 UNITS | CROSSLISTED: Iberian AND Latin American Cultures (ILAC) 193Q

Language center (SPECLANG) 198Q | 3-5 UNITS |

Spaces and Voices of Brazil Through Film

Lyris Wiedemann, director of the Portuguese language program at Stanford since 1996, earned a B.A. in romance languages and an M.A. in the teaching of languages, literature in her native Brazil, an M.A. in linguistics and a Ph.D. in education (applied linguistics) from Stanford. She was a professor of Portuguese and linguistics at two major Brazilian universities and taught at UC Berkeley for nine years before coming to Stanford. Professor Wiedemann holds credentials both as a tester of Portuguese from the American Council for the Teaching of Foreign Languages (ACTFL) and as a certified translator from the American Translators Association (ATA). In 2005, she was awarded the prestigious Baker Fellowship by Middlebury College, and in 2009, the AATSP Maria Isabel Abreu Award for the best research article on the teaching of Portuguese. She is the author/editor of several publications.

By the end of the class, you will be familiar with the culture of Modern Greece in the context of literary works and the visual narrative of films. You will gain a better understanding of and sensitivity towards cultural differences, and you’ll be better able to understand your own culture through exploring a new one. Eva Prionas holds a Ph.D. in education from Stanford, as well as advanced degrees in classics and literature from Stanford and the National University of Athens, Greece. She is a lecturer of Greek language, culture, and literature, and is coordinator of the Special Language Program. Her work focuses on the development and implementation of innovative technologies and methods that enhance the teaching and learning of the less commonly taught languages and cultures.

SOPHOMORE

his seminar is an introduction to the history, culture, politics, and artistic production of Brazil as seen through feature films, documentaries, and complementary readings. The way a country is perceived and defines itself is the result of many complex forces. National identity involves the reproduction of intricate social relations and constructions on the part of those who live there and on the part of those who see the country from a distance. Although Brazil’s cultural identity has changed over time, the country has conserved some clear and pervasive defining traits. Starting with the Brazilian Hollywood icon Carmen Miranda and Franklin Roosevelt’s Good Neighbor policy, we will move through several spaces, analyzing how they reflect and produce diverse perceptions of Brazil. Through movies portraying the large cities in the Southeast and favelas (shanty towns), the coffee plantations of Sao Paulo, the Amazon basin, and the underdeveloped northeastern region, we will examine the voices of street children, rubber tappers, indigenous peoples, African Brazilians, socialist urban guerrillas, Japanese immigrants, and factory workers. Our goal is to develop a comprehensive understanding of the forces that have shaped the multicultural reality of contemporary Brazil.

he vitality and vibrancy of Hellenic culture and the Aegean landscape, and the distinctive character of Greek myths and oral poetry, are familiar to many of us, yet the world of contemporary Greece is uncharted terrain. In this seminar, we will explore the culture of modern Greece and of the new generations of Greeks who are negotiating the twin influences of European modernism and ancient Greek civilization. Films and documentaries, as well as readings from prominent writers and poets, will provide the framework for our discussion and analysis of cultural highlights. Our study will include films by Kakoyannis, Dassin, Boulmetis, Scorsese, and others, as well as selected readings from Kazantzakis, Eugenides, Samarakis, Halo, the work of two Nobel Laureates: Giorgos Seferis and Odysseus Elytis, and other Greek and Greek American writers.

AUTUMN

Modern Greece in Film and Literature

SOPHOMORE AUTUMN

Law (LAWGEN) 103Q | 3 UNITS |

LINGUISTICS (LINGUIST) 83Q | 3 UNITS |

Depth Psychology

Translation

Prerequisite: completion of PWR1.

owerful unconscious forces impact human experience and social life. Depth psychology, founded by Sigmund Freud, Carl Jung, Wilhelm Reich, and others, studies these forces and how they shape inner life, personal relationships, religion, politics, art, and many other domains. The course draws from the founders, particularly Jung, and then goes on to include materials from modern theorists, primarily neo-Jungian. The starting point is how the unconscious and conscious mind interact in the individual person’s life. We consider the implications of this interaction for psychotherapy and pathology as well as for ordinary life. On the social side, several sessions will use a depth psychology perspective focus on religion and, to a lesser extent, mythology from a depth psychology perspective. The inquiry is open-ended throughout, encouraging personal reflection and engagement. James Strnad is the Charles A. Beardsley Professor of Law. He has done research and teaching in a wide variety of fields including law, economics, finance, and psychology. His interest in the course topic began with his own experience in a freshman seminar at Stanford.

ranslation is a subject that has very diverse, if not contradictory, aspects. It is sometimes a clearly humanistic pursuit, the very possibility of which is seriously questioned by many poets and authors. On the other hand, millions of words undergo what passes for translation by machine every day to enable people to read web pages in languages they do not know. So, there is a serious question as to what all of these activities share that entitles them all to count as translation. This is the question that motivates the course. We will approach it from two ends. From one end it is possible to translate poetry, legal contracts, religious texts, and commentaries on games of cricket. Starting at the other end, we consider, in some detail, the ways in which various kinds of machine translation systems work to the extent that they do. Somewhere in the middle, we encounter the thousands of journeymen who spend eight hours a day exercising an exacting but learnable skill. This class involves small projects—for example, translating an IKEA diagram into clear spoken English—as well as short presentations. Time will be devoted to discussions, progress reports, draft writing, practicing, and preparing for the conference during the last week of class, and during which students will give group presentations to an invited audience and complete their final papers. Preference will be given to students with a considerable variety of intellectual backgrounds related to the subject in one way or another; i.e. students with a fairly good knowledge of another language, students born into multilingual environments who aren’t really sure what’s happening when they translate for their grandmother at the grocery store, and students who speak only English but have some programming experience. This course fulfills the second-level Writing and Rhetoric Requirement (Write-2) and emphasizes oral and multimedia presentation.

Martin Kay (M.A., Trinity College, Cambridge, 1961) was responsible for introducing the notion of chart parsing in computational linguistics and the notion of unification in linguistics. With Ron Kaplan, he pioneered finite-state morphology. He has been a longtime contributor to, and critic of, work on machine translation. He is permanent chair of the International Committee on Computational Linguistics, holds honorary doctorates from four universities, and is professor of linguistics at Stanford and the University of the Saarland, in Germany.

Management Science AND Engineering (MS&E) 22Q | 3 UNITS |

Mechanical Engineering (ME) 18Q | 3 UNITS |

The Flaw of Averages

Teamology: Creative Teams and Individual Development

y carefully managing and matching individual strengths to necessary tasks, a cognitively diverse intellectual (non-sports) team can be more creatively productive than any of its members alone. This seminar explores, intellectually and experientially, the range of personality types and consciousness levels formulated by psychiatrist Carl F. Jung. Over the past two decades such knowledge has been used to form and manage national championship engineering design teams in Stanford’s design Division of Mechanical Engineering. Aided by a short non-intrusive questionnaire, students will first learn what roles on a problem-solving team best suit their most creative talents. Then they will form cognitively diverse teams and learn how to deal with and develop their talents by tolerating, critiquing, cooperating with, and ultimately valuing teammates creative in these and other areas. The seminar corrects three errors in the analysis used in the past for transforming Myers-Briggs Type Indicator information into Jungian types. J. Merideth Belbin’s team role concepts and J. Beebe’s archetype model will also be explored. A sequence of short hands-on team construction projects will provide experience about these psychological issues and prepare the students for team projects in later life. The seminar promotes self-awareness, personal development, and conflict-resolution skills. The textbooks, by Professor Wilde, are Teamology: The Construction and Organization of Effective Teams (2009) and Jung’s Personality Theory Quantified (2011). The library has made these free online to all Stanford students through springerlink.com. There will be a five-page term paper.

Douglass Wilde is professor emeritus of mechanical and chemical engineering. He was educated at Carnegie Mellon, the University of Washington, and UC Berkeley. In addition to 32 years on the Stanford faculty, he has seven years of industrial and military experience. Recently, he has introduced the use of personality questionnaires to guide the composition of student design teams, thereby tripling the number of teams receiving national awards. With colleagues Bernard Roth and Rolf Faste, he has conducted 10 two-week creativity workshops for engineering design professors. Professor Wilde has published four books on optimization and has received prizes from the Operations Research Society of America, the American Society of Mechanical Engineers, and the American Institute of Industrial Engineering.

SOPHOMORE

Sam Savage, who has been at Stanford since 1990, is a professor (consulting) in the Management Science and Engineering Department. Previously, he taught at the University of Chicago Graduate School of Business, where he coined the term “algebraic curtain” to describe the mathematical jargon that separates managers from the benefits of management science. He has designed award-winning software to bring analytical tools to managers in an algebra-free environment, and in 2008 invented the open standard Distribution String, a new notation for probability distributions, which is unambiguous, auditable, and additive. His most recent book, The Flaw of Averages (2009), is a study of the fallacies that arise in business and science when single numbers (usually averages) are used to represent uncertain outcomes. Professor Savage has been a frequent consultant on uncertainty and risk, and has published widely in professional journals. He just co-founded a firm, Vector Economics, to take advantage of several recent technological advances in modeling uncertainty.

AUTUMN

he only certainty is uncertainty, said Pliny the elder, and as recent world events have demonstrated, Pliny is still pretty much on target two millennia later. Unfortunately, the most common way to deal with uncertainties today is still to replace them with single “best guess” or average numbers. This leads to a fallacy as fundamental as the belief that the earth is flat, known as the Flaw of Averages, which states, in effect, that plans based on average assumptions are wrong on average. New paradigms in computer simulation, data structures, and management protocols have led to the practice of probability management, which has been applied in industries as diverse as energy, pharmaceuticals, and defense, as a cure for the Flaw of Averages. Recent standardized approaches for representing probability distributions in common spreadsheets are changing our perception of uncertainty as profoundly as the light bulb changed our perception of darkness. This course shows how.

SOPHOMORE AUTUMN

MEDICINE (MED) 50Q | 3 UNITS |

MEDICINE (MED) 88Q | 3 UNITS |

Respiration

Dilemmas in Current Medical Practice

his seminar is designed for undergraduates contemplating a career in medicine or the biological sciences. The goal of the seminar is to help you appreciate the structure and crucial function of the human lung in health and disease. Our course content will be similar to that offered in the core curriculum offered to medical students, but the seminar format will provide you with the opportunity to engage with the material in depth under the mentorship of the instructor. Additionally, you will get to select a topic of interest to you for literature research and, with the instructor’s guidance, prepare a succinct presentation for your peers. Our readings will be drawn from West’s Respiratory Physiology and Weibel’s The Pathway for Oxygen, and the scientific literature.

Peter Kao, an associate professor of pulmonary and vascular medicine in the School of Medicine, is a physicianscientist with scientific training in biochemistry and molecular biology, and clinical training in pulmonary diseases and critical care medicine. He and his group are involved in several research projects, including a study of experimental hypertensive pulmonary vascular disease to determine the mechanisms of disease progression and to identify and develop novel strategies for prevention and treatment. A second project, on lung inflammation—which contributes to diseases such as asthma, COPD, and cystic fibrosis—uses transgenic donor mice, marked with reporter genes, to identify lung stem cells capable of self-renewal and of promoting lung regeneration after injury. Since 2008 Professor Kao has been a resident fellow in Castaño, Manzanita Park, where he mentors undergraduate students and helps them find their voices in conversations. He hopes that teaching this seminar will provide an opportunity to share his passion for science and medicine with students who may plan to pursue these avenues as careers.

his seminar, taught by two practicing physicians, introduces issues confronting contemporary medical practitioners. We will explore the social, political, scientific, and economic forces that influence medical practice. We will investigate current crises in medicine, examining topics such as spiraling costs, the increased number of people with impaired access to health care, and the disillusionment many Americans feel toward the health-care system. We will also discuss the attempts by government and private medical insurers to control costs through managed care and health maintenance organizations, and the effects of these plans on patients and physicians. The class will study how medical education has affected the practice of medicine, alternative health care, preventive medicine, the doctor-patient relationship, and the paradox of health in America: Why do so many people who are so healthy feel so unhealthy? A portion of the course will include a few hours observing the instructors in their medical practices.

Jeffrey Croke is clinical adjunct associate professor at Stanford’s medical school and a physician internist at the Palo Alto Medical Foundation, where his practice focuses on preventive cardiology. Dr. Croke has been named one of the “Best Doctors” in America, as well as in the San Francisco Bay Area and Silicon Valley. He lives in Half Moon Bay and enjoys hiking, bicycling, gardening, and other outdoor activities. Henry Jones is a clinical adjunct professor at Stanford’s medical school and an internist at the Palo Alto Medical Foundation. He is a recipient of both the Russell V. Lee Teaching Award and the Henry J. Kaiser Award for Excellence in Clinical Teaching. He also attends at Stanford’s Pacific Free Clinic.

Microbiology and Immunology (MI) 70Q | 3 UNITS |

Photographing Nature Prerequisite: willingness to participate in the Saturday morning field trips.

Robert Siegel is an associate professor at Stanford with appointments in the Department of Microbiology and Immunology, the Program in Human Biology, and the Center for African Studies. His courses focus on virology and infectious disease, genetics and molecular biology, global health and development, photography, and Darwin. Professor Siegel is the recipient of numerous teaching awards including the ASSU Teaching Award and the Gores Award for Excellence in Teaching. Forrest Glick is associate director of the Stanford Technology Ventures Program at the School of Engineering, where he oversees the capture and production of digital media. He founded Stanford’s Video & Multimedia Group in 2006.

Prerequisite: completion of PWR1.

port and exercise medicine is a body of knowledge at the interface between function and performance, health and competition. For this reason, the clinical practice of sports medicine is a high-stakes endeavor that aims to balance health and ethical concerns with the demands inherent in sport. For many, sports medicine is understood to be a specialized service provided to elite athletes. While sports medicine had its origins in providing care to elite and professional athletes, medical advances developed in treating these athletes can also exert a profound effect on the nature and quality of care provided to the broader, noncompetitive community. The most powerful contribution from sports medicine has yet to be made: the public-health mandate to harvest the knowledge and resources associated with the medical care of elite athletes on behalf of a much broader population. Topics covered in this seminar include musculoskeletal injuries, medical conditions associated with sport and exercise, exercise and health, ethics, coaching, women’s issues, and human performance. The material presented will involve actual cases, lectures, debates, presentations, and discussion. An emphasis is placed on critical thinking. This course fulfills the second-level Writing and Rhetoric Requirement (Write-2) and will emphasize oral and multimedia presentation. Note: Seminar is also offered in winter and spring quarters. Gordon Matheson grew up in Canada and received his M.D. from the University of Calgary and Ph.D. from the University of British Columbia. At Stanford since 1994, he is professor of orthopedics and director of the Sports Medicine Program. Dr. Matheson is former chief of the Division of Sports Medicine in the medical school and has been a team physician at the Olympic Games and in the National Hockey League.

SOPHOMORE

We will make use of the abundance of local areas that preserve and/or showcase nature, such as Jasper Ridge, Año Nuevo, the Stanford Dish, the Baylands, Hopkins Marine Station, Elkhorn Slough, the regional park system, and several world-class botanical gardens. Assignments will have a photographic and a written component. Presentations will occur in several forms: in-class critiques of electronic pictures; electronic presentations on the importance of photographic media in the scientific discovery process; write-ups of investigations referencing the scientific literature; printing and framing of pictures accompanied by elaborated write-ups; a course blog; and a class dossier/portfolio.

Sport, Exercise, and Health: Exploring Sport and Exercise Medicine

AUTUMN

his course will utilize the idiom of photography to learn about nature, enhance observation, and serve as a nucleation point for exploring scientific concepts. It builds on Eadweard J. Muybridge’s pioneering photographic work on human and animal locomotion—work funded by Leland Stanford. A second goal will be to teach you the grammar, syntax, composition, and style of nature photography to enhance its use as a form of scientific communication. Scientific themes to be explored include habitat preservation; species diversity; survival and reproductive strategies; ecological niches and co-evolution; predator-prey relationships; open-space management; and the physics of photography.

Orthopedic Surgery (ORTHO) 97Q | 3 UNITS | CROSSLISTED: Human Biology (HUMBIO) 97Q

PATHOLOGY (PATH) 103Q | 1 UNIT |

PEDIATRICS (PEDS) 60Q | 3 UNITS |

Lymphocyte Migration

Famine in the Modern World: Causes, Consequences, and Remedies

AUTUMN

SOPHOMORE

o participate in immune surveillance and the development of inflammation, lymphocytes must exit the blood stream and enter tissues. This process, known as lymphocyte migration, involves a complex series of adhesion, activation, and diapedesis events. We will discuss the cellular mechanisms that are involved in lymphocyte migration. The major players include (1) lymphocyte adhesion molecules that interact with their counterreceptors on blood vessel endothelia cells, and (2) a variety of molecules, including cytokines and chemokines, which attract or activate lymphocytes. The role of these molecules in the development of human diseases such as asthma, Type 1 diabetes, and multiple sclerosis will be emphasized. Sara Michie, professor of pathology, splits her work time between teaching, immunology research, and diagnostic anatomic pathology. In her leisure time, she enjoys sports, especially surfing and basketball. Most important, Professor Michie is 100 percent Texan, and proud of it.

his seminar is devoted to an investigation of famine— mass starvation—which throughout recorded history has been more lethal than war. We will assess the relative weight of natural, economic, and political factors as causes of famine over the past two centuries. Case studies include the Great Irish Famine of the 1840s, the Bengal famine of 1943-44, the Soviet famines of 1921-22 and 1932-33, the Great Famine in China in 1959-61, and the famines in Ethiopia and Somalia since the 1970s. You will be exposed to the analyses of a variety of scholars, including BritishAmerican historian Robert Conquest, Indian philosopher and economist Amartya Sen, British Africa specialist Alex de Waal, and Irish economist Cormac Ó Gráda. While the seminar does not attempt to provide comprehensive coverage of the historical details of any particular famine, by the end of the quarter you should have a firm grasp of the background and central facts about the controversies surrounding the major famines of modern history, as well as an understanding of why, in our increasingly globalized world, famine persists.

Each session of the course is structured around our discussions of the readings. Each of you will serve as rapporteur for one of the readings (providing a critical summary of it and helping to lead the discussion), and write reviews of two of our texts. I will occasionally begin a session with brief introductory remarks (no more than 10 minutes) to provide historical context on one or another topic. We will also view the PBS documentary film, The Great Famine, based on my book, The Big Show in Bololand, about the Soviet famine of 1921-22 and the extraordinary American relief mission that rescued millions of lives. Bert Patenaude received his Ph.D. in history from Stanford in 1987. Since then, he has been teaching in various departments on campus. Recently he began teaching comparative famine at the Medical School. He graduated from Boston College, was a student in Vienna, Austria, for two years before entering grad school at Stanford, and spent a year in Moscow as a Fulbright Scholar. He gets great enjoyment out of doing archival research and then making his findings available to a general audience in accessible, readable prose. He travels every summer as a lecturer for Stanford Travel/Study and the Smithsonian Institution, and he lives in Menlo Park with his wife and their many and beloved cats (all rescued from shelters).

PHILOSOPHY (PHIL) 7Q | 3 UNITS |

Political Science (POLISCI) 24Q | 3 UNITS |

What Is Truth?

Law and Order

Prerequisites: advanced high school math or a 50+ math course recommended.

Grigori Mints is professor of philosophy and, by courtesy, of mathematics. He was born in Russia, graduated from St. Petersburg State University, and worked at the Steklov Institute of Mathematics in St. Petersburg and the Institute of Cybernetics in Tallinn, Estonia. He came to Stanford in 1991, and he is a member of the American Academy of Arts and Sciences and the Estonian Academy of Science.

Andrew Rutten, who was trained as an economist, teaches constitutional law and American politics. He is interested in how rules, including legal rules, shape our everyday lives, how those rules are chosen, and why bad rules persist. He has written on the use of rules among such different groups as economists, judges, American revolutionaries, and wandering cattle herders in Kenya.

SOPHOMORE

he question of what is truth can be answered precisely in some important cases. In some of those cases, truth can be established through proof. Successes in this quest for certified truth are closely connected to successes in the automation of reasoning. We begin with the language of propositional logic where truth is defined by simple tables. This is already sufficient to describe many important problems, and it leads to a famous ($1, 000, 000) problem P=NP. We will use Sudoku puzzles for illustration. Close connection between propositional truth and proof is established by the resolution method, which forms the basis of most automated theorem provers. The language of predicate logic covers much more, and illustrates the notion of completeness. Register machines provide connection with computations and lead to a fundamental classification of problems of truth with respect to decidability. The language of arithmetic exhibits a new phenomenon of incompleteness that has changed significant parts of philosophy in the 20th century.

AUTUMN

hy are the slaughters in Bosnia and Rwanda the exception, not the rule? Why are most societies peaceful most of the time? Why aren’t more of us at each other’s throats? Why, when we need a new computer, do most of us borrow or buy one? Why don’t we just steal it? We don’t kill our neighbors or steal their stuff mostly because we are decent people who don’t do that sort of thing. But partly, we don’t kill and steal because killing and stealing are against the law—murderers and thieves end up in jail. Most of us would believe that while character is key, law is also essential to the good life. We agree with Hobbes, who said that without law, life would be “solitary, poor, nasty, brutish, and short.” There are plenty of examples showing Hobbes is right. Yet, a closer look at the world around us shows that things aren’t so simple. Many people, from cattle ranchers in Northern California to diamond merchants in New York, manage to do quite well while ignoring the law. For them, “order without law” isn’t just a cute slogan—it’s a way of life. To figure out what law is, where it comes from, how it works, and how some people get by without it, we’ll look at a variety of stories about law and its effects. These range from Shakespeare’s The Merchant of Venice to court cases to The Godfather to studies of modern business practices to stories about politicians. When we are done, I hope you will have a much better appreciation for law and for its role in making civilized life possible.

SOPHOMORE AUTUMN

SCIENCE, TECHNOLOGY, AND SOCIETY (STS) 160Q | 4 UNITS |

slavic languages and literature (SLAVIC) 77Q | 3 UNITS |

Technology in Contemporary Society

Russia’s Weird Classic: Nikolai Gogol

The course has no formal prerequisites. The only prior knowledge assumed is basic awareness of what is happening in contemporary societies, and a thirst for understanding the forces underlying critical social problems, changes, and potentials.

his seminar introduces the exciting interdisciplinary field called “science, technology, and society” or “STS.” We will begin by studying the natures of science and technology, their evolving relationship, and distinctive features of these potent forces in the current era. Next, we will study how S and T have transformed contemporary societies. To do so, we will explore case studies that illustrate key social, cultural, and value issues raised by recent scientific and technological innovations, especially in information technology and biotechnology, in areas such as work, leisure, ethics, the visual arts, and international relations. Finally, reversing the arrow of influence, we will shed light on ways that contemporary society, through its world views, values, institutions, organizations, and policies, influences scientific and technological activities and products, including how they are designed, diffused, and used. How wisely societies develop and utilize their scientific and technological resources is critical to the future quality of life on earth. STS 101Q seeks to equip its students with skills, ideas, and perspectives that will enable them to make positive contributions to that vital task. Robert McGinn is professor (teaching) of management science and engineering, and of Science, Technology, and Society (STS). Apart from a year at Bell Laboratories in 1978-79, Professor McGinn has been at Stanford since 1971. He has published a number of works in his two specialties (technology in society; and ethics, science, and technology/engineering), including a book, Science, Technology, and Society, and articles in scholarly journals such as Technology and Culture, Science and Engineering Ethics, Professional Ethics, and Nanoethics. Professor McGinn received the Dinkelspiel Award for service to undergraduate education. He has abiding interests in the cultures of France, Italy, Spain, and Germany; classical music and opera; bicycling and hiking; architecture and film; and San Francisco neighborhoods and cafes.

n this seminar we will investigate the life and work of Nikolai Gogol, the most eccentric of Russian authors and the founder of what is dubbed Fantastic Realism. Our investigation will be based on close readings of works written in various genres and at various stages of Gogol’s career. This study provides a perspective on the relationship between romanticism and realism in Russian literature, and between popular Ukrainian culture and the “high” Russian and Western European traditions in Gogol’s oeuvre. We will trace Gogol’s influences on subsequent Russian literature, especially Dostoevsky, and investigate the impact of his work on 20th-century modernist literature, painting, theater, music, and art, including Vladimir Nabokov, literature of the absurd, Dmitry Shostakovich, and Marc Chagall. We will review the main critical interpretations of Gogol. The seminar is intended for students who are interested in literature and literary studies.

Lazar Fleishman received his Ph.D. from the University of Latvia, Riga, and was a faculty member of the Hebrew University in Jerusalem for 11 years. He has been professor of Slavic Languages and Literatures at Stanford since 1985 and has been a visiting professor at Harvard, UC Berkeley, and Yale. Professor Fleishman is the author of numerous books and scholarly articles, and he is an international authority on Boris Pasternak.

winter seminars Essays must be submitted online at vcais.stanford.edu

I appreciate my Stanford education so much more because of IntroSems. Taking them really changed my life in terms of what I want to do with my future.â&#x20AC;?

ANTHROPOLOGY (ANTHRO) 28N | 3-5 UNITS |

Secularism and Its Critics

WINTER

FRESHMAN

ecularism—the separation of religion and politics—is often taken to be a necessary prerequisite for democracy in the modern world, and it is commonly written into constitutions as a fundamental priority. Yet, around the world, growing numbers of religious movements have sought to dispute the legitimacy of secularism. Social scientists, including anthropologists, are beginning to research the forms of domination and political violence that have been justified in the name of secularism. This course seeks to make sense of this global debate about secularism through an anthropological perspective. As anthropologists might study culture, religion, or kinship, we will interrogate secularism as a comparative social artifact, constituted by historically-specific repertoires of signs, identities, everyday practices, and institutional powers. The course focuses on case studies in the United States, Western Europe, the Middle East, and South Asia. Kabir Tambar is a cultural anthropologist whose research focuses on the modern Middle East and Islam. He conducts fieldwork in Turkey, where he studies transformations in modern political identities, particularly those associated with secularism and nationalism. He is currently completing a book that focuses on the efforts of a Muslim minority in Turkey, known as the Alevi, to challenge nationalist conceptions of citizenship. The book also explores how the Turkish state, which is commonly understood to be aggressively secularist, has sought to regulate and monitor expressions of religious difference. Tambar has written essays about the social and political significance of emotion and the role of historical knowledge in current debates about democratic citizenship.

ART and art HISTORY (ARTHIST) 160N | 3-5 UNITS | CROSSLISTED: ENGLISH (ENGLISH) 51N

The Sisters: Poetry and Painting

oetry and painting have often been called the “sister arts.” Why? Sometimes a poem or a painting stands out to us, asking that we stay with it, that we remember it, although we cannot exactly say why. Poems have a way of making pictures in the mind, and paintings turn “rhymes” amid the people, places, and things they portray. Each is a concentrated world, inviting an exhilarating closeness of response: Why does this line come first? Why does the artist include that detail? Who knows but that as we write and talk about these poems and pictures we will be doing what John Keats said a painter does: that is, arriving at a “trembling delicate and snail-horn perception of Beauty.” Each week we will explore the kinship between a different pair of painters and poets, and also focus on a particular problem or method of interpretation. Some of the artist/poet combinations we will consider: Shakespeare and Caravaggio; Jorie Graham and the photographer Henri Cartier-Bresson; Alexander Pope and Thomas Gainsborough; William Wordsworth and Caspar David Friedrich; Christina Rossetti and Mary Cassatt; Walt Whitman and Thomas Eakins; Thomas Hardy and Edward Hopper. Alexander Nemerov is the Carl and Marilynn Thoma Provostial Professor in the Arts and Humanities. A scholar of American art, he writes about the presence of art, the recollection of the past, and the importance of the humanities in our lives today. Committed to teaching history of art more broadly as well as topics in American visual culture—the history of American photography, for example—he is a noted writer and speaker on the arts. His most recent books are To Make a World: George Ault and 1940s America (2011), the catalogue to the exhibition of the same title he curated at the Smithsonian American Art Museum, and Acting in the Night: Macbeth and the Places of the Civil War (2010). His newest book is Wartime Kiss: Visions of the Moment in the 1940s (2012). Nicholas Jenkins teaches modern poetry in the English Department at Stanford, and he is the faculty director of the university’s Program in Writing and Rhetoric. His book, The Island: W. H. Auden and the Regeneration of England, is forthcoming in 2014. Jenkins is general editor of the translation series Facing Pages and coeditor of the Auden Studies series. He has written for the New Yorker, the TLS, the New Republic, the London Review of Books, the New York Times Book Review, and the Yale Review. Kindred Britain, his digital humanities website, launched in summer 2013.

ART and art history (ARTSTUD) 130N | 3 UNITS |

BIOLOGY (BIO) 7N | 3 UNITS |

Introduction to Art Practice

Conservation Photography

his hands-on introduction course will expose you to formal and conceptual visual strategies in expression, through diverse artistic mediums that may include drawing, digital media, printmaking, photography, performance, and sculpture. This seminar is meant to give you an overview of many of the mediums and facilities that are available in the Art Practice program. Field trips to art galleries, museums, or artist studios, as well as visits from guest artists, will supplement this seminar.

The purpose of this course is to provide an in-depth account of the emerging genre of conservation photography while simultaneously examining the strategic use of visual communication in the environmental arena (see the online video at vimeo.com/18368565). The course will introduce students to the use of digital SLR cameras and digital image processing. We will examine conservation photography from its historical roots through its current manifestations in today’s environmentally active climate. Relevant conservation issues affecting society will be analyzed through specific case studies accompanied by multimedia platforms including images, video, and audio. Both theoretical concepts and applied photographic techniques will be discussed during lectures, tutorials, demonstrations, and field trips. Students will create new photographic work that explores individual interests and culminates in group projects that highlight visual storytelling.

FRESHMAN

Susan McConnell is the Susan B. Ford Professor in the Department of Biology. The research in her laboratory explores the mechanisms by which neural circuits are established during mammalian brain development. She is a member of the National Academy of Sciences, and her teaching has been recognized by the Walter J. Gores Award for Excellence in Teaching. Sue’s interest in the brain is an outgrowth of a lifelong fascination with animal behavior, which also led her to delve deeply into wildlife photography. Although she has worried that an obsession with “getting the picture” causes one to lose sight of the rewards of direct experience, Sue has realized that when she’s behind the lens, she feels absolutely and fully engaged with observing and predicting animal behavior. Telling stories about wildlife is best accomplished through a series of images that explore a subject and its relationships to the people who study, protect, live with, or exploit that species. Sue is particularly interested in scientific studies of animal behavior in the field and in the depiction of animal emotions. Her photographs have been published in Smithsonian Magazine, Outdoor Photographer, and other magazines. You can view her photos at: susankmcconnell.com

WINTER

Terry Berlier is an assistant professor in the Department of Art and Art History. She is an interdisciplinary artist who works primarily with sculpture and expanded media. Her work is often kinetic, interactive, and/or sound-based, and focuses on everyday objects, the environment, ideas of nonplace/place, and queer practice. She has exhibited in solo and group shows both nationally and internationally including the Contemporary Jewish Museum of San Francisco, Catherine Clark Gallery, Babel Gallery in Norway, Richard L. Nelson Gallery at Davis, the Center for Contemporary Art in Sacramento, Kala Art Institute Gallery in Berkeley, San Francisco Arts Commission Gallery, Natural Balance in Girona Spain and FemArt Mostra D’Art De Dones in Barcelona, Spain. Her work has been reviewed in the BBC News Magazine, San Francisco Chronicle, and in the book Seeing Gertrude Stein, published by University of California Press. Her work is in several collections including the Progressive Corporation in Cleveland, Ohio; Kala Art Institute in Berkeley, Calif., and Bildwechsel Archive in Berlin, Germany. She has received numerous residencies and grants including the Center for Cultural Innovation; Zellerbach Foundation Berkeley; Arts Council Silicon Valley Artist Fellowship; Michelle R. Clayman Institute for Gender Research Fellow at Stanford University; Recology San Francisco; Hungarian Multicultural Center in Budapest, Hungary; Exploratorium: Museum of Science, Art, and Human Perception in San Francisco; Arts Council Silicon Valley Artist Fellowship; California Council for Humanities California Stories Fund; and the Millay Colony for Artists. She received an M.F.A. in studio art from UC Davis, and a B.F.A. from Miami University in Oxford, Ohio.

hat is conservation photography? One might define it as “nature photography with a mission.” Conservation photographers photograph the natural world, animals, and plants, and the people that threaten, protect, or study wildlife and ecosystems—all with the goal of advocating for specific conservation outcomes.

CHEMISTRY (CHEM) 27N | 2-3 UNITS |

CIVIL AND ENVIRONMENTAL ENGINEERING (CEE) 29N | 4 units |

Light and Life

Managing Natural Disaster Risk

Prerequisites: CHEM 31A or 31X (or advanced placement credit for 31X) preferred but not required.

ight plays a central role in many biological processes. In this course, we will discuss the nature of light, how it is measured, how it is generated in the laboratory, how molecules are excited, and the fate of this excitation in biological chromophores. Then we will spend 1–2 weeks each on the following: photosynthesis, vision, blue-light receptors, green fluorescent protein and modern imaging methods, semi-synthetic systems that use light to trigger biological processes; that is, make processes that are normally not light-driven into light-triggered events. We will take a chemical perspective on the molecules that absorb and emit light in biological systems, focusing on the “primary” light-driven processes of electron transfer, proton transfer, energy transfer, and isomerization.

WINTER

FRESHMAN

Steven Boxer is the Camille and Henry Dreyfus Professor of Chemistry. He works in the broad area of biophysical chemistry. A fair fraction of his work relates to photosynthesis and green fluorescent protein, both in terms of fundamentals and applications in solar energy and biotechnology.

atural disasters arise from the interaction of natural processes, such as earthquakes or floods, with human development that suffers safety-related and economic losses. We cannot predict exactly when those disasters will occur, or prevent them entirely, but we have a number of engineering and policy options that can reduce the impacts of such events. In this seminar we will study natural disasters and how we have improved our ability to withstand disasters at the same time as we increasingly put ourselves in harm’s way. We will survey topics in engineering, science, and policy that help us understand and minimize our risk. We will study historical disasters notable for their consequences or the role they played in advancing our ability to manage risk. Basic tools of probability will be introduced to help quantify uncertainties in the future occurrence and consequences of disasters, and the role of professional engineering societies, building codes, and the insurance industry will be investigated. You will have the opportunity to apply the course concepts to a region of the world of your choosing, and prepare an analysis and presentation of key problems, current risk management activities, and opportunities for further reducing risk.

Jack Baker joined Stanford in 2006 from the Swiss Federal Institute of Technology (ETH Zurich), where he was a visiting researcher in the Department of Structural Engineering. He received his Ph.D. in Structural Engineering from Stanford, where he also earned M.S. degrees in Statistics and Structural Engineering. He earned his Bachelor of Arts degree in Mathematics/Physics from Whitman College. His research focuses on the development and use of probabilistic and statistical tools for managing risk due to extreme loads on the built environment. He has investigated seismic loads on spatially distributed systems such as highway networks, quantifying hazards from earthquake ground shaking, predicting performance of damaged infrastructure systems, and probabilistic risk assessments of a number of types of structures. He has industry experience in seismic hazard assessment, probabilistic risk assessments of important facilities, and modeling of catastrophe losses for insurance and reinsurance companies.

CIVIL AND ENVIRONMENTAL ENGINEERING (CEE) 48N | 3 UNITS |

CLASSICS (CLASSGEN) 61N | 3-5 UNITS |

Managing Complex, Global Projects

Classical California

Previous students in this class have observed, modeled, simulated, and advised project teams that include: the California High-Speed Rail project, several on-campus construction projects, a business software implementation project, a micro-lending program in Latin America, a Mexican rural public health project, and a diversification strategy by a private provider of healthy meals for school lunches to package similar foods for sale in supermarkets.

Closest to home, the antiquities in the Cantor Arts Center go back to the Stanford family’s own acquisitions. Today, focused collections of Greek, Roman, and Egyptian artifacts are on display, and many more are in storage. We will begin and end here, so that you can become acquainted with Stanford holdings and canvas research opportunities. On campus we shall also visit Special Collections, which owns rare books and maps with a Greco-Roman connection; and we will inspect the classical collections of San Francisco’s Palace of the Legion of Honor. The building itself (1924) is an imposing example of neoclassical architecture, a 3/4 replica of the 18th-century palace of the same name in Paris.

any important strategic initiatives of businesses, governments,and nonprofits fail because they are not well planned and executed. This freshman seminar highlights the challenges associated with planning and executing complex and challenging global projects in private, governmental, and nonprofit/NGO settings; it teaches organization and project management theory, methods, and tools to optimize the design of work processes and organizations in order to enhance complex, global project outcomes. For the final exercise in this class, student teams model and analyze the work process and organization of a real-world project team engaged in a challenging local or global project using the SimVision™ software developed at Stanford, and present their analysis of risks and recommendations for mitigating these risks to the subject organization’s project team, and then to the class.

Grant Parker is an associate professor in Stanford’s Classics Department. A South African by birth and training, he completed his studies at Princeton. His books include The Making of Roman India (2008) — on ancient Roman perceptions of India, and Mediterranean Passages: Readings from Dido to Derrida (2009). He has written several articles on Latin literature, the history of mapping, and on classical receptions. His current research projects are on the Roman fascination with Egyptian obelisks, and on South African receptions of classical antiquity. In 2010 he was the first faculty-inresidence in BOSP’s Stanford-in-Cape Town program, and became a resident fellow at Toyon Hall.

FRESHMAN

Raymond Levitt is Kumagai Professor of Engineering in the Department of Civil and Environmental Engineering and served as chair of Stanford’s Faculty Senate in 2012. He is director of Stanford’s Global Projects Center, a senior fellow at the Woods Institute for the Environment, and academic director of the Stanford Advanced Project Management Executive Program. His research group develops new organization theory and computational models to design work processes and organizations for enterprises engaged in fast-paced, complex projects. His current research focuses on the special challenges of financing and governing privately financed and managed global infrastructure projects. He was a co-founder, and has served as a director of Design Power, Inc., Vité Corporation, and RackWise, Inc.

At each of our sites, students working in pairs will present on some aspects of the collection we’re visiting that are of special interest to them. Our visits will be interwoven with discussions of readings, as well as our critical reflections. Finally, amid current debates about heritage and cultural property, including requests from governments for the return of artifacts to their countries of origin, we shall think more broadly about the nature of the collections, and consider the ethics and law involved in collecting itself. These added dimensions may also provide you with material to focus on in your research papers.

WINTER

Opportunities exist for CEE 48N graduates to participate in ongoing research in the Global Projects Center (see gpc.stanford.edu). In summer 2013, a class graduate is studying how Google is developing its new Mountain View campus using an Integrated Project Delivery approach that promotes sustainability

alifornia is home to several collections of Greek and Roman antiquities. This seminar combines visits to collections of classical art on campus with visits to San Francisco and elsewhere. These field trips will give us opportunities to learn about ancient Greek and Roman societies through their art; to trace the histories of particular collections; to gain a sense of how their narratives reflect patterns in the pasts of California and the United States; and finally, to reflect on the nature of collecting and the ethics involved. Other sites under consideration for our field trips include the Hearst Castle in San Simeon and the Getty Museum in Malibu.

COMMUNICATION (COMM) 130N | 3-4 UNITS |

COMPARATIVE MEDICINE (COMPMED) 81N | 3 UNITS |

The Idea of a Free Press

Comparative Anatomy and Physiology of Mammals

WINTER

FRESHMAN

his seminar is an examination of the meaning of freedom of the press, tied to, but not bound by, various Supreme Court rulings on the scope and purpose of the first amendment’s speech and press clauses. Our discussions will include a look at the recent and rapid computerization of communication and what it portends for the future of a free press. Some of the questions we will consider: Is there a meaningful difference between freedom of speech and freedom of the press? Should the Constitution protect individual expression (speakers) or the content of expression (speech)—or both? Does the first amendment favor the right to speak in public over the right to speak to the public? Is freedom of the press more of a private privilege than a public right? Is there any role for the state in affirming the importance of a free press? Should governments—nationally, regionally, and/or locally—create the conditions for forms of journalism that the marketplace cannot sustain? When should the right to hear trump the right to be heard? And does the ability to “post” information render obsolete the distinction between “public” and “published” information? You will write brief weekly responses to study questions and a term paper mapping out your own position on an important freedom-of-the-press question.

Theodore Glasser is a professor in the Department of Communication. He directed Stanford’s Graduate Program in Journalism for 11 years, and has served on the board of directors of The Stanford Daily Publishing Corporation since 1996. He is also on the program committee of the John S. Knight Fellowships program for midcareer journalists. He joined the Stanford faculty in 1990 after a decade at the University of Minnesota, Minneapolis. His teaching and research focus on media practices and performance, with emphasis on questions of press responsibility and accountability. He has held visiting faculty appointments in Israel, Singapore, and Finland. He lives in Palo Alto with his wife, Charlotte, who works in Green Library as the executive director of the Stanford Historical Society, and their daughter, Sarah, who attends JLS Middle School. See also comm.stanford.edu/faculty-glasser/.

his course is an introduction to common laboratory, domestic, and exotic mammals. Using a comparative approach, we will investigate the unique adaptations of species in terms of their anatomical, physiological, and behavioral characteristics. We will study how these species interact with their own and other species, including humans. Animal dissection will be required.

Donna Bouley is professor of comparative medicine and, by courtesy, pathology. She is the director of necropsy services in the Stanford School of Medicine. She received her DVM in 1985 from the University of Tennessee, College of Veterinary Medicine, Knoxville, and worked for three years in private practice before returning to the University of Tennessee for pathology residency training. She received her Ph.D. in experimental and comparative medicine in 1995. She joined the faculty of Texas A&M College of Veterinary Medicine, became board-certified by the American College of Veterinary Pathologists, and came to Stanford in 1997. Professor Bouley is a pathologist for the research-animal facility and provides clinical services to Stanford animal users in many departments. She is a co-investigator in numerous studies with radiologists who work on MRI-guided ultrasound and cryosurgery cancer treatments, and is the primary advisor to undergraduates interested in veterinary medicine and biomedical research careers.

COMPARATIVE STUDIES IN RACE and ETHNICITY (CSRE) 14N | 3 UNITS | CROSSLISTED : SCHOOL OF EDUCATION (EDUC) 114N CHICANA/O-LATINA/O STUDIES (CHILATST) 14N

COMPUTER SCIENCE (CS) 56N | 3 UNITS |

Growing Up Bilingual

hether in family life, social interactions, or business negotiations, half the people in the world speak more than one language every day. Yet many myths persist about bilingualism and bilinguals. Does being bilingual mean you are equally fluent in two languages, or that you belong to two cultures, or even that you have multiple personalities? Can you become bilingual only as a child? Why do bilinguals switch from one language to another in mid-sentence? Will raising bilingual children confuse and delay their learning of any language?

his seminar will explore some of both the great discoveries that underlie computer science and the inventions that have produced the remarkable advances in computing technology. Key questions we will explore include: What is computable? How can information be securely communicated? How do computers fundamentally work? What makes computers fast? Our exploration will look both at the principles behind the discoveries and inventions, as well as the history and the people involved in those events. Some exposure to programming will be helpful, but it is not strictly necessary.

Guadalupe Valdes is a professor in the School of Education. Her research focuses on the English-Spanish bilingualism of Latinos in the United States. Specifically, her work is concerned with discovering and describing how two languages are developed, used, and maintained by individuals who become bilingual. She grew up on the U.S./Mexico border and enjoyed a transnational experience (residing in one country and attending school in the other).

FRESHMAN

John Hennessy is a pioneer in computer architecture. In 1981 he drew together researchers to focus on a computer architecture known as RISC (Reduced Instruction Set Computer), a technology that has revolutionized the computer industry by increasing performance while reducing costs. In 1984, he co-founded MIPS Computer Systems, now MIPS Technologies, which designs microprocessors. In addition to his role in the basic research, Professor Hennessy played a key role in transferring this technology to industry. In recent years, his research has focused on the architecture of highperformance computers. He is also the co-author of two widely used textbooks in computer architecture. Professor Hennessy has served as chair of the Computer Science Department, dean of Engineering, and provost; in 2000 he became the 10th president of Stanford University.

WINTER

If you grew up with two languages or acquired a second language later in your life, or if you are just interested in multilingual people, this seminar will involve you in examining your own bilingualism, the bilingualism found in surrounding communities (Chinatown and the Mission District in San Francisco, Redwood City, East Palo Alto, San Jose), and the ways in which languages are acquired by children in schools. Final projects have included analyses of bilingual rap, video tapes of students “doing” being bilingual, library research projects, investigations of bilingual poetry, reports on fieldwork in bilingual schools, scripts for dramatic presentations, and family biographies. The point of the final project is for you to explore and present to members of the class your understanding of the aspects of bilingualism that you examined in class, that are important to you, and that will inform the continued development of their bilingual proficiencies and interests.

Great Discoveries and Inventions in Computing

east asian langUAges and cultures (JAPANGEN) 75N | 3-4 UNITS |

Around the World in 17 Syllables: Haiku in Japan, the United States, and the (Digital) World

WINTER

FRESHMAN

ore people write haiku than any other genre of poetry in the world. In the United States, grade school children write haiku, and people of all ages all over the world publish their haiku in little journals, on paper, and online. In this class we attempt to answer the question, “How (and why) did haiku come to be so popular?” In the process, we will compose some haiku of our own, and also learn how to compose poetry in its parent genre of linked verse. The end product of our efforts will be a class anthology. We will study the historical origins of the haiku form in Japan, and then consider: haiku’s place in the discourse of haiku’s place in the western reception of Japan in the 19th and early 20th centuries, in the internment camps of Japanese and Japanese Americans during the Pacific War, in the writings of devotees of Zen (so-called) and the Beat Poets in the US (Kerouac and others) after that War, and in global culture via the internet. Our primary reading material will be selected haiku (in English translation; you won’t need any Japanese for this course), but we will also look at some linked-poetry; haibun (haiku with prose introductions); critical comments by practitioners; haiku paintings, classical and modern; and a few websites. And we will go on an excursion to Hakone Japanese Garden, in nearby Saratoga, and host a “haiku night” with presentations from local haiku poets.

Steven D. Carter has been an avid reader of literature, especially poetry, all of his life. He began his study of Japanese as an undergraduate and went on to earn his Ph.D. in Oriental languages from UC Berkeley, concentrating on classical and medieval Japanese poetry. He still travels to Japan as often as time will permit. Before coming to Stanford in 2003, he taught at UCLA, Brigham Young University, and UC Irvine, serving as chair of the East Asian Languages and Literatures Department at the latter institution for 10 years. He is the author of 12 books and numerous articles on pre-modern Japanese literature and culture, and is an award-winning translator of Japanese poetry in all forms. He has, for the past two decades, been actively involved in the haiku community in the United States, writing articles for online journals and giving talks at conferences of various American haiku associations.

ECONOMICS (ECON) 17N | 3 UNITS |

Energy, the Environment, and the Economy Prerequisite: ECON 1A.

his course will examine the intimate relationship between environmental quality and the production and consumption of energy. A major source of frustration to promoters of environmentally friendly energy production and consumption is the inability of these energy sources to displace conventional sources to a sufficient extent to achieve tangible environmental benefits. Is this outcome the result of a level playing field for conventional versus alternative energy sources? Are conventional energy sources the most efficient way to meet the world’s energy needs at the least cost, including the negative environmental impacts that are not currently explicitly priced? We will assess the economic efficiency and political economy implications of a number of topics in energy and environmental economics. These include the Strategic Petroleum Reserve (SPR), congestion pricing for urban traffic, the “smart” transmission grid for electricity, nuclear energy and waste, the real cost of renewable energy, corporate average fuel efficiency (CAFE) and low-carbon fuel standards (LCFS), energy efficiency investments, greenhouse gas emissions (GHG) control, and carbon capture and sequestration (CCS). Readings will explain the economics and engineering behind these topics, and class discussions will elaborate.

Frank Wolak is the Holbrook Working Professor of Commodity Price Studies in the Economics Department. He received his undergraduate degree from Rice University, and an M.S. in applied mathematics and a Ph.D. in economics from Harvard. His fields of research are energy and environmental economics, specializing in the study of privatization, competition, and regulation in both energy and network industries such as electricity, telecommunications, water supply, natural gas, and postal delivery services. As chairman of the Market Surveillance Committee (MSC) of the California Independent System Operator for the state’s electricity supply industry, he has testified numerous times at the Federal Energy Regulatory Commission (FERC), at various committees of the U.S. Senate and House of Representatives, and at the California Senate and Assembly.

EDUCATION (EDUC) 115N | 3 UNITS |

ELECTRICAL ENGINEERING (EE) 21N | 3 UNITS |

How Do People Learn Math? What We Know from Research and the Problems that Persist in U.S. Math Classes

What Is Nanotechnology?

anotechnology means different things to different people. Although those in the science and engineering world have some notion of what nanotechnology is, the perception from society at large may be entirely different. In this course, we start with the classic paper by Richard Feynman (“There’s Plenty of Room at the Bottom”), which laid down a challenge to the nanotechnologists. We will introduce students to the tools of nanotechnologists and the basic elements of nanoscale science and engineering such as nanotubes, nanowires, nanoparticles, and self-assembly. We will visit nanotechnology laboratories to consolidate our learning, go into the Stanford Nanofabrication Facility (SNF), and do a two-week project on nanofabrication. We will discuss the classic novel: Prey, by Michael Crichton. Crichton’s popular novel channeled the public’s attention to this subject by portraying a disastrous scenario of a technology gone astray. Other literature such as the Smalley-Drexler debate and Bill Joy’s article, “Why the Future Doesn’t Need Us, ” will also be discussed. We will use scientific knowledge to analyze the assumptions and predictions of these works.

Philip Wong joined Stanford in September 2004 after 16 years at IBM Research in New York. While at IBM, he shaped and executed IBM’s strategy on nanoscale science and technology as well as the roadmap for silicon technology. His research interests are in nanoscale science and technology, semiconductor technology, solid state devices, and electronic imaging. He is interested in exploring new materials, and fabricating techniques and novel device concepts for future nanoelectronic systems. His research includes explorations into circuits and systems that are device-driven. Professor Wong is a fellow of the Institute of Electrical and Electronics Engineers and has served in various capacities in its committees, conferences, societies, and publications. More information can be found at: stanford.edu/~hspwong and nano.stanford.edu. Professor Wong is also the producer of a widely viewed education video on carbon nanotubes on YouTube.

FRESHMAN

Jo Boaler is a professor of mathematics education at Stanford University. Former roles have included being the Marie Curie Professor of Mathematics Education at the University of Sussex, England, a mathematics teacher in London comprehensive schools, and a researcher at King’s College, London. Her Ph.D. won the national award for educational research in the UK and her book, Experiencing School Mathematics, won the ‘Outstanding Book of the Year’ award for education in Britain. She is an elected fellow of the Royal Society of Arts (Great Britain) and a former president of the International Organization for Women and Mathematics Education (IOWME). At Stanford University she won an Early Career Award from the National Science Foundation. Her latest book, What’s Math Got To Do With It? (2008/2009), aims to increase public understanding of the importance of mathematics and the nature of effective teaching approaches.

WINTER

hat is going on in mathematics education in the United States? Why do so many people hate and fear math? What contributes to the high levels of innumeracy in the general population? Why do girls and women opt out of math when they get a chance? In this seminar we will consider seminal research on math learning in K-12 classrooms. We will also spend time investigating cases of teaching and learning, usually through watching video and considering other records of practice. We will consider what learning theories have to tell us about math learning, the nature of good teaching, and the reasons for ongoing inequities in math learning and participation. This seminar is for those who are interested in education, and who would like to learn about ways to help students (and maybe yourselves?) learn and enjoy mathematics. The final project for this class will involve interviewing a student and diagnosing their mathematical understanding and misconceptions, as well as conducting a math history interview with them to understand how their experiences of math have influenced their understanding.

Prerequisites: high school math, physics, and chemistry.

ELECTRICAL ENGINEERING (EE) 22N | 3 UNITS |

ELECTRICAL ENGINEERING (EE) 27N | 3 UNITS |

Medical Imaging

Electronics Rocks

Prerequisites: high school physics and calculus.

Dwight Nishimura is a professor of electrical engineering. He has been on the Stanford faculty since 1990, working primarily on improved methods for magnetic resonance imaging. He became interested in the field because of its diverse applications and its highly multidisciplinary nature that involves many branches of engineering, science, and medicine.

WINTER

FRESHMAN

ow are images of the human body created and what information do they provide? This seminar will cover the technologies involved in x-ray, ultrasound, and magnetic resonance imagingâ&#x20AC;&#x201D;the major imaging modalities used for disease diagnosis. This seminar will also delve into the history, societal impact, clinical applications, and emerging applications of medical imaging. Field trips to a medical center and an imaging research lab will expose you to the instrumentation and operation of these modalities. Students will do a term paper/presentation on some aspect of a medical imaging technology or application.

tudents will learn about the basic principles of electronics at a conceptual level, with an emphasis on simple circuits, understanding modern consumer electronics, and modding/ hacking such devices. Students will experiment with homebrew and commercial electronics, discuss electronics concepts, and engage with Ăźber-builders and designers. Students should have enthusiasm for cool technology, creativity, and a sense of humor.

Gregory Kovacs received a B.S. in electrical engineering from the University of British Columbia, an M.S. in bioengineering from UC Berkeley, a Ph.D. in electrical engineering, and an M.D. from Stanford University. He is a professor of electrical engineering with a courtesy appointment in the Department of Medicine. He also has extensive industry experience cofounding several companies, including Cepheid in Sunnyvale, California. His present research areas include biomedical instruments and sensors, cardiac physiology, in vitro models for stem cell tissue repair, and medical diagnostics. From 2008 through 2010, he was director of the Microelectronics Technology Office at DARPA, which funds high-risk/high-payoff projects in electronics, sensors, photonics, and medical devices. In 2003, he served as the investigation scientist for the debris team of the Columbia Accident Investigation Board. He later served as engineering/medical liaison on the Spacecraft Crew Survival Integration Investigation Team (SCSIIT) of the Johnson Space Center. He is a fellow of the IEEE and of the American Institute for Medical and Biological Engineering. He received the Office of the Secretary of Defense Medal for Exceptional Public Service in 2010. He is a private pilot, scuba diver, and a Fellow National of the Explorers Club. He was a member of a NASA team that climbed Licancabur volcano (19, 734 ft.) on the Chile/ Bolivia border in 2003, serving as medical, physiologic research, and photography lead. In 2004, he served the same role on a return expedition and carried out medical research and underwater videography in the summit lake.

ENGLISH (ENGLISH) 64N | 3 UNITS | CROSSLISTED: PSYCHOLOGY (PSYCH) 29N

ENGLISH (ENGLISH) 88N | 3 UNITS | CROSSLISTED: ASIAN AMERICAN STUDIES (ASNAMST) 88N

Growing Up in America

Graphic Novels Asian American Style

Prerequisite: students should show a general interest in and openness to discussing issues related to race and ethnicity, immigration, and nationality.

o what extent is it possible to describe an “American” experience? How are different people included in or excluded from the imagined community that is America? How do a person’s race, class, gender, and sexuality affect his or her experience of belonging to this country? These are just some of the questions we will consider as we familiarize ourselves with the great diversity of childhood and young adult experiences of people who have grown up in America. We will read and discuss narratives written by men and women, by urban, suburban, and rural Americans, and by Asian Americans, African Americans, Native Americans, Latina/os, and European Americans.

Hazel Markus, Davis-Brack Professor in the Behavioral Sciences in the Department of Psychology, is co-director of the Center for Comparative Studies in Race and Ethnicity (CCSRE) and the Mind, Culture, and Society Lab in the Psychology Department (MCS). CCSRE provides opportunities for teaching and research on race and ethnicity. MCS has several lines of research on how race, stigma, and stereotyping affect attitudes, perception, and behavior; it aims to facilitate intergroup communication, contact, and understanding, and disseminate the idea that there are multiple ways to be. Professor Markus is the recipient of numerous awards and grants and the APA Distinguished Scientific Award for groundbreaking work on culture and ethnicity.

Stephen Hong Sohn, a former University of California President’s Postdoctoral Fellow, is currently completing work on a manuscript on contemporary Asian American cultural production and coediting an issue of Modern Fiction Studies. He has co-edited Transnational Asian American Literature: Sites and Transits, as well as a special journal issue of Studies in the Literary Imagination on Asian American literature. He has written on contemporary Asian American writers including Jessica Hagedorn’s Dogeaters, Julie Otsuka’s When the Emperor Was Divine, Lawrence Chua’s Gold by the Inch, and Lan Cao’s Monkey Bridge. Articles have appeared in Modern Fiction Studies, Studies in the Literary Imagination, and the Southeast Asian Review of English (SARE). He was co-chair of The Circle for Asian American Literary Studies (CAALS). Professor Sohn is the recipient of the 2013 Walter J. Gores award, the highest University honor for outstanding teaching. 55

FRESHMAN

Paula Moya is an associate professor of English and teaches courses in American literature, Chicana/o and U.S. Latina/o literature, and minority and feminist theoretical perspectives. She is the author of Learning from Experience: Minority Identities, Multicultural Struggles, has published several essays on Chicana feminism and Chicana/o identity, and is co-editor (with Michael Hames-Garcia) of an anthology titled Reclaiming Identity: Realist Theory and the Predicament of Postmodernism. She has two daughters, and she grew up in America.

his is a seminar about how a particular genre informs the ways in which social issues are represented. Why, for instance, does the detective novel become such a useful narrative form to critique political corruption? How is it that the graphic novel explicitly reveals how race can be depicted? Is it the color of the hair, the shape of the eyes, or must we read text in order to confirm racial identities in these texts? What does speculative fiction offer us in imagining worlds that cannot exist, and how can we then relate our own lives to such fanciful creations? Such questions will guide us through the course. We will focus on the ways that race and genre fiction are often intertwined. Specifically, we will consider how the Asian American often appears in genre fiction as a subject facing particular struggles, especially those revolving around inclusion and exclusion, citizenship and foreign-ness, nationality and identity. Though genre fiction has occasionally been castigated as a lowbrow form that panders to the uneducated masses, this course reveals how Asian American writers transform it to speak to issues of racial difference and social inequality. In other words, we will see that we can both be entertained and engage in critical interpretations of rigorous quality based upon wildly fanciful texts. We will study the graphic novel, speculative fiction, and the detective novel. Potential text selections include: G.B. Tran’s Vietnamerica, Adrian Tomine’s Shortcomings, Lynda Barry’s One! Hundred! Demons!, Charles Yu’s How to Live Safely in a Science Fictional Universe, Vandana’s Singh’s of Love and Other Monsters, Qiu Xiaolong’s Red Mandarin Dress, and Suki Kim’s Interpreter.

WINTER

Scheduling note: This class will meet once a week on Tuesdays from 3:15 to 6:05 p.m. From 3:15-4:45 p.m., the class will be split into two sections: a psychology section led by Professor Markus and a literature section led by Professor Moya. From 4:45-6:05 p.m., the two sections will meet together with both professors.

GERMAN studies (German) 41N | 3 units | CROSSLISTED: Theater and PERFORMANCE Studies (TAPS) 41N

Inventing Modern Theatre: Georg Buchner and Frank Wedekind

WINTER

FRESHMAN

his course examines the German writers Georg Buchner (1813-1837) and Frank Wedekind (1864-1918). Many of the most important theatre and film directors— including Max Reinhardt, Orson Welles, Robert Wilson, and Werner Herzog—have wrestled with their works, as have composers and writers from Alban Berg and Bertolt Brecht to Christa Wolf and Thalia Field. Rock artists as diverse as Tom Waits, Lou Reed, Duncan Sheik, and Metallica have recently rediscovered their urgency. Georg Buchner died at age 23, leaving behind, among other masterpieces, a scrawled set of fragments for a play about a schizophrenic soldier named Woyzeck who murders his lover. Reconstructed many years after his death, Woyzeck has become one of the cornerstones of modern theatre. Wedekind’s first major play, Spring’s Awakening, still shocks audiences with its frank depictions of childhood sexuality and sexual crime. His later plays stage the adventures of Lulu, a complex femme fatale who cuts a bloody swath through the bohemian netherworlds of the fin de siècle. We will read these works in translation and examine some of the many creations they inspired. Alongside classroom discussions and written responses, we will also rehearse and present in-class performances of excerpts from the plays. The aim is not to produce polished stagings but to creatively engage with the texts and their interpretive traditions; for example, how would we stage a scene from Woyzeck in light of our current political situation? No previous theatrical experience is required.

Matthew Smith is an associate professor of German Studies who worked as a playwright after college; he is passionate about the theatre as an event in which actors and audiences encounter one another in a common space. He’s especially fascinated by how play texts are realized only by being enacted, which means that each play text must be interpreted every time it’s staged, and each act of interpretation is a collaboration between actors, designers, director, audience, and playwright (present or absent, living or dead). Professor Smith’s first book was a study of immersive multimedia performances, from 19th century opera to the virtual worlds of cyberspace. He has edited the Norton Critical Edition of the Collected Works of Georg Buchner and is working on a book about interactions between theatre and science in 19th century Europe.

HISTORY (History) 4N | 3-5 UNITS |

A World History of Genocide

he idea of this freshman seminar is to explore the history of genocide as a feature of human civilization. This requires forays into the history of mass killing in the ancient world, as well as in the 20th century, and in Asia and the Americas, as well as Europe and Africa. The approach will be chronological and interdisciplinary, asking fundamental questions about the reasons why the life of human societies is characterized by episodic genocidal events. Questions of the definition of genocide, justice, and memory will also be posed.

Norman Naimark was born in New York, Stanford educated (A.B., M.A., Ph.D.), and taught at Boston University. He was a research fellow at the Russian Research Center at Harvard for 15 years before returning to Stanford as the Robert and Florence McDonnell Professor of East European Studies. He is also a senior fellow of the Hoover Institution and of the Freeman Spogli Institute. His primary research interests include the history of genocide, Stalin’s policies in Europe after the Second World War, and the formation of the “Soviet bloc.”

HISTORY (History) 60N | 3 UNITS |

HISTORY (HISTORY) 98N | 3 UNITS |

Revolutionaries and Founders

Beijing, Shanghai, and the Structure of Modern China

his course examines the transformation of the Chinese state and society from the late empire to the present through studying the changing nature of its two greatest cities, Beijing and Shanghai. Beijing was originally built by non-Han peoples, and was primarily the capital of alien dynasties, but in the early 20th century it was depicted as the embodiment of a vanishing “traditional” China. Shanghai, in contrast, emerged in the demographic, economic, and cultural heartland of pre-modern China and became a major city through migration from the earlier centers of the lower Yangzi valley. Nevertheless, it turned into a world city and a central theme of Chinese thought and literature only from the middle of the 19th century, when it became a treaty port colonized by large numbers of Europeans, and thus a “foreign” city. The course examines (1) the structure of Beijing as a capital and that of Shanghai as a treaty port; (2) the impact on both cities of the shift of the political center to the south under the Republic; (3) how Chinese literature and film in the Republican era were structured around the contrast of “Beijing style” with “Shanghai style”; (4) the impact of the founding of the People’s Republic of China with the return of the capital to Beijing, the physical transformation of the city, and the policy of turning all cities into centers of heavy industry; and (5) the distinctive paths of the two cities, which have both tried to define themselves as cosmopolitan “world cities” in the decades of economic opening and reform. Topics discussed will include the evolving physical structure of the cities, the changing nature of time, shifting understandings and depictions of the urban crowd, the new pattern of defining identity through patterns of consumption, and the nature of urban modernity. Mark Edward Lewis is the Kwoh-Ting Li Professor in Chinese Culture. His research deals with many aspects of Chinese civilization in the late pre-imperial, early imperial, and middle periods, and with the problem of empire as a political and social form. His books include Sanctioned Violence in Early China, which studies the emergence of the first Chinese empires by examining warfare, hunting, sacrifice, punishments, and vengeance; and Writing and Authority in Early China, which traces the evolving uses of writing to command assent and obedience. He has completed the first three volumes of a six-volume survey of the entire history of imperial China. Professor Lewis is currently writing a monograph on the emotions in early China, and how feelings such as anger, love, joy, and sorrow were defined and incorporated into all aspects of society.

FRESHMAN

Jack Rakove is the William R. Coe Professor of History and American Studies and professor of political science and, by courtesy, of law; he joined the Stanford faculty in 1980. He is the author of six books, including Original Meanings: Politics and Ideas in the Making of the Constitution, which won the 1997 Pulitzer Prize in History, and Revolutionaries: A New History of the Invention of America, which was a finalist for the 2011 George Washington book prize. (His discussion of the latter book on The Daily Show was part of the episode that gained the program its seventh Emmy.) He writes frequently on contemporary topics of constitutional interpretation, and has also drafted three amicus curiae briefs for the Supreme Court, including one submitted for Hamdan v. Rumsfeld and another for D.C. v. Heller. He is currently working on two other books, one relating to the political thinking of James Madison, and the other to what he calls the “radical significance” of the free exercise of religion.

WINTER

mericans remain fascinated by the revolutionary generation that secured independence and established a national constitutional republic. Books about the Founders come steadily from the presses, some describing the lives of individual revolutionaries, others trying to analyze and explain what made these events possible. This seminar will approach the Revolution through a biographical and analytical framework, relying on both scholarly writings and the massive array of primary sources that are readily available through letterpress editions and online. The course will rely on the instructor’s own recent book, Revolutionaries: A New History of the Invention of America, which carries the story from the crisis around the Boston Tea Party of 1773 through the end of President Washington’s first administration. The course will be divided evenly between modern scholarship and the careful reading of original materials, and students will write short essays that will involve the analysis of explanatory problems, the close interpretation of documents, and the crafting of historical narratives. Topics to be discussed will include the outbreak of the revolution, constitutionmaking at both the state and national levels, the conduct of the war, and the legacies that Americans particularly associate with Thomas Jefferson, James Madison, and Alexander Hamilton.

IBERIAN AND LATIN AMERICAN CULTURES (ILAC) 103N | 3 UNITS |

The Millennium Novel in Latin America Prerequisite: proficiency in Spanish.

WINTER

FRESHMAN

etween 2000 and 2012, a young Spanish American novel emerges, taking at times a minimalist point of view to narrate individual stories with a subjective tone, or continuing a tradition of the historical panorama to present national tragedies that occurred in the last two or three decades. Focus is on this new type of novel from different countries, with such titles as El cuerpo en que nací, by Guadalupe Entel; Las teorías salvajes, by Pola Oloixarac; El ruido de las cosas al caer, by Juan Gabriel Vazquez; and Bonsai, by Alejandro Zambra, among others. The course will be taught in Spanish.

Jorge Ruffinelli has published 20 books of literary and cultural criticism and more than 500 articles, critical notes, and reviews in journals throughout the world. He is a recognized authority on Onetti, García Márquez, Juan Rulfo, and Latin American literary history. During the 90s his work centered on Latin American cinema; in 1993 he filmed a documentary on Augusto Monterroso for which he interviewed major Mexican writers and critics. He is completing the first Encyclopedia of Latin American Cinema, for which he has written around 2, 000 articles on feature films from and about Latin America. His current work also includes a book of interpretation and survey of the most recent Spanish American prose published by writers born after 1968, a project that analyzes the work, marketing, and reception of more than 50 authors (Ana Solari, Milagros Socorro, Karla Suarez, Mayra Santos, David Toscana, Rodrigo Fresan, Juan Forn, Martin Kohan, and Jorge Vopli, among others). His teaching centers on the intersection of the interests above and cultural politics.

LAW (LAWGEN) 105N | 3 UNITS | CROSSLISTED: AMERICAN STUDIES (AMSTUD) 105N

Law and Popular Culture

his seminar is about the interface between law and popular culture and the representation of law and lawyers, particularly in movies and television. Pop culture teaches many people most of what they know, or think they know, about law, lawyers, and legal institutions. Film and television shows about law have major effects on what people believe and how they act as jurors, lawyers, clients, or lawmakers. Pop culture also raises fascinating issues of public policy and legal ethics. At the same time, all of us swim in a sea of popular culture: not only television and films but what we absorb through music, video games, YouTube, and the whole world of internet exposure.

Each week, our two seminar sessions will raise a particular set of major issues about law and lawyers, based on a film or television show watched outside of class. For example, we will examine the death penalty through the film Dead Man Walking. Our book for the course, Law & Popular Culture, has a chapter that discusses Dead Man Walking from numerous perspectives, including film theory, acting, directing, music, lighting, editing, narrative, etc. The chapter also contains material about the law surrounding the death penalty and empirical information about it and whether the film accurately represents the death penalty in practice. Other areas might include the adversary system; bad lawyers in the movies and why lawyers are so despised; heroic lawyers; the jury; the life of lawyers; the civil and criminal justice systems; family law; and legal television. Our class sessions will consist of discussion about the film and will usually be woven from student responses. Students will write a final paper analyzing a movie or television show about law. Michael Asimow is a visiting professor at Stanford Law School and a professor emeritus at UCLA Law School. He has written and collaborated on numerous books and articles about law and pop culture including Law and Popular Culture: A Course Book; Reel Justice: The Courtroom Goes to the Movies; and Lawyers in Your Living Room! Law on Television. His articles include “Bad Lawyers in the Movies, ” “Embodiment of Evil: Law Firms in the Movies, ” “Divorce in the Movies: From the Hays Code to Kramer vs. Kramer, ” and “When Harry Met Perry and Larry: Criminal Defense Lawyers on Television.” In addition to pop culture, Professor Asimow teaches courses on administrative law, income tax, and contract law.

LAW (LAWGEN) 112N | 3 UNITS |

Law and Inequality: An Introduction to American Civil Rights Law

his seminar, divided into three sections, examines the many ways language is used in the construction of sexuality and sexual identity. In the first section, we consider how language is used as a resource for performing and perceiving sexual identity. Drawing on detailed linguistic analyses of pronunciation, word choice, and grammar, we will address questions such as: Is there a gay accent? Why isn’t there a lesbian accent? How do transgendered people modify their linguistic behavior when they are transitioning? How are unmarked (heterosexual) identities linguistically constructed? While sexuality is largely an issue of identity, it is also an issue of desire. In the second section of the seminar, we examine iconic relations between elements of language (e.g. breathy voice quality, high pitch) and arousal. In the final section, we investigate ways in which language encodes ideologies about sexuality. We will study how language is used to talk about sexuality in public discourses about gay marriage and bullying, as well as in personal narratives of coming out. We will also consider how language encodes dominant ideologies about sexuality, evident in labels for sexual minorities as well as terminology for sex acts. Seminar activities will center on discussions of readings, explorations of how sexuality is portrayed in popular media, and analyses of primary data. Students will write a final research paper on a topic of their choice.

Rob Podesva is an assistant professor in the Department of Linguistics at Stanford University. He received his Ph.D. and M.A. from Stanford University, B.A. from Cornell University, and is a former faculty member of the Department of Linguistics at Georgetown University. He teaches a variety of courses on sociolinguistic variation, language and identity, and phonetics. His research examines the social significance of phonetic variation in the domains of vowels, consonants, prosody, and voice quality. He is particularly interested in how individuals draw on phonetic resources to construct identity, most notably gender, sexuality, and race, and their intersections. His current projects investigate the linguistic practices of residents of communities in Northern California and Washington, D.C., gay professionals, and U.S. politicians. He has co-edited two volumes on the topic of language and sexuality and is currently editing a collection on research methods in linguistics.

FRESHMAN

Richard Thompson Ford received his B.A. from Stanford (1988) and his J.D. from Harvard Law School (1991), and is an expert on civil rights and antidiscrimination law. His scholarship on questions of race and multiculturalism combines social criticism and legal analysis, and he writes for both popular readers and for academic and legal specialists. His work has focused on the social and legal conflicts surrounding claims of discrimination, on the causes and effects of racial segregation, and on the use of territorial boundaries as instruments of social regulation. Before joining the Stanford Law School faculty in 1994, he was a Reginald F. Lewis Fellow at Harvard Law School, a litigation associate with Morrison & Foerster, and a housing policy consultant for the City of Cambridge, Mass. He has also been a commissioner of the San Francisco Housing Authority. He has written for the Washington Post, San Francisco Chronicle, Christian Science Monitor, and for Slate, where he is a regular contributor. His latest book is The Race Card: How Bluffing About Bias Makes Race Relations Worse.

Spoken Sexuality: Language and the Social Construction of Sexuality

WINTER

ost Americans know that discrimination on the basis of race, sex, and religion is unlawful. Seems simple enough. But advertisements in the back of newspapers still announce: Single White Female Seeks Single White Male? Isn’t that discrimination on the basis of race and sex? Most businesses don’t consider men for women’s locker room or bathroom attendant. And why aren’t those men and women’s bathrooms and locker rooms illegal segregation? After all we know what would happened if some business set up separate bathrooms for blacks and whites. Isn’t it discrimination for an employer to insist that men wear a jacket and tie and women wear nylons and a skirt? Why are some forms of discrimination unlawful and others not? Why is discrimination against short people, overweight people, or people with annoying personalities not against the law? We will answer these and many other questions by looking at court cases, legal theory, and philosophy. We may also have conversations with guest lecturers who work in civil rights enforcement, and the seminar may include a field trip to visit the offices of civil rights lawyers (lawyers tend to be busy people so these opportunities will depend on their schedules). There are no prerequisites other than an open mind and a willingness to delve into unfamiliar material. Evaluation will be based on class participation and a short final paper.

LINGUISTICS (LINGUIST) 52N | 3 UNITS | CROSSLISTED: FEMINIST STUDIES (FEMGEN) 52N

FRESHMAN WINTER

LINGUISTICS (LINGUIST) 63N | 3 UNITS |

MUSIC (MUSIC) 17N | 3 UNITS |

The Language of Comics

The Operas of Mozart

umans have remarkable abilities to shape events and ideas in others’ minds through language. How do we understand each other and messages we receive? This seminar will explore language as represented in cartoons and comics, for instance, Bizarro, Dilbert, and Zits, how we interpret it, and why we find comics funny. In particular, we’ll explore language play (puns and rhymes, for instance); genderspeak and teenspeak; peeving about usage; and new and spreading usages. We’ll discuss the “grammar of comics”: how words and pictures can combine to create meanings that neither could create separately; and conventions of the genre, as they concern the representation of language in speech balloons and captions, lettering choices, obscenicons ($#!&), etc. Another major set of topics will be the narrative structure of the comics (the way events are represented as unfolding in time) and the representation of point of view (whose viewpoint we’re seeing things from). These topics allow us to approach language and the comics from several directions, all represented in different areas of linguistics. We will test hypotheses about the way a language works and what the real generalizations may be about disputed usages. We will look at crucial test examples, examine claims about languages and their use empirically and statistically (how do teenagers really speak, and on what occasions?), and devise frameworks for interpreting texts that allow us to understand their aesthetic properties (humor, for instance).

Elizabeth Traugott is professor emerita of linguistics and English. Her primary area of research and teaching is the history of the English language, but she has deep interests in discourse and communication generally. She has taught freshman and sophomore seminars on language and law and doctor-patient communication. She travels and writes; hikes in the Stanford hills and Redwood country; and is an avid a concert goer. Arnold M. Zwicky is a consulting professor of linguistics at Stanford. In 2003 he began blogging extensively about languagerelated topics, on Language Log and his own blog. His research concerns include general linguistic theory; mistakes in language; language and (homo)sexuality; and language in the comics. He’s an enthusiastic singer; a gay activist; a collage artist; and sometime writer of poetry and short fiction.

he great 18th-century Austrian composer, Wolfgang Amadé Mozart (1756-91), was not only one of the most admired figures in the history of music, but also one of the key figures in the history of opera. Four of Mozart’s mature operas have held the stage continuously since their premieres: The Abduction from the Seraglio (1782), The Marriage of Figaro (1786), Don Giovanni (1787), and The Magic Flute (1791). These are the earliest works in the operatic repertoire never to go out of fashion. What accounts for this extraordinary staying power? We will engage with these operas, paying attention to the history of their composition, performance, and reception, and to their changing significance from Mozart’s time to ours. More than just an introduction to some of the richest and most profound works in the operatic repertoire, to opera in general, and to the music of Mozart, this seminar will also explore various ways in which music can be used to enhance and transform spoken drama. The works you will get to know are as important in the history of drama with music as those of Shakespeare are in the history of spoken drama and, similarly to those of Shakespeare, they engage the most burning cultural and political issues of their time: the social and political ferment of the last years before the French Revolution is palpable in The Marriage of Figaro, while Don Giovanni stages the Romantic crisis of the Enlightenment that has repercussions even in our own time.

Karol Berger is the Osgood Hooker Professor in the Fine Arts (musicology). His special fields of interest are the history of music theory and aesthetics, music of the Renaissance, and Austro-German music from Bach through Mahler. His books include Theories of Chromatic and Enharmonic Music in Late 16th-Century Italy; Musica Ficta, which received the Otto Kinkeldey Award from the American Musicological Society for best musicological book of the year; A Theory of Art; and Bach’s Cycle, Mozart’s Arrow: An Essay on the Origins of Musical Modernity, which received the Marjorie Weston Emerson Award of the Mozart Society of America for the best scholarly work on Mozart published in English (2007). Professor Berger received, among other awards, a National Endowment for the Humanities fellowship, an American Council of Learned Societies fellowship, and the 1995 Alfred Jurzykowski Foundation Award for outstanding creative achievement.

PEDIATRICS (PEDS) 65N | 3 UNITS

PHILOSOPHY (PHIL) 5N | 3 UNITS |

Understanding Children’s Health Disparities

The Art of Living

he health status of children in the United States varies widely, depending on a number of social and biologic factors. For example, some children are affected by their having inherited a disease or condition at birth. But the principal sources of disparities in the health status of children in the United States are not biologic, but social and economic. The socioeconomic status of the family into which a child is born has a profound impact throughout childhood and into adulthood. This course will explore social and economic factors as they affect children and their health status. We will look at lack of health insurance as a major factor impacting children’s health. We will also explore ethnic, cultural, and behavioral factors that affect children’s health, directly and indirectly. Finally, we will look at the proposals for health care reform coming out of Washington, D.C., asking specifically how they will impact existing health disparities among children.

hether we realize it or not, all of us are forced to make a fundamental choice: by deciding what is most valuable to us, we decide how we are going to live our life. We may opt for a life of reason and knowledge; one of faith and discipline; one of nature and freedom; one of community and altruism; or one of originality and style. We may even choose to live our lives as though they were works of art. In every case, hard work is required: our lives are not just given to us, but also they need to be made. To live well is, in fact, to practice an art of living. Where, however, do such ideals come from? How do we adopt and defend them? What is required to put them into practice? What do we do when they come into conflict with one another? And what role do great works of art play in all this? “The Art of Living” will explore the various ways in which it is possible to live well and beautifully, what it takes to implement them, and what happens when they come under pressure from inside and out.

FRESHMAN

Kenneth Taylor’s work lies at the intersection of the philosophy of language and the philosophy of mind, with an occasional foray into the history of philosophy. His other interests include semantics, reference, naturalism, and relativism. He is a professor of philosophy. He is the author of numerous articles, which have appeared in journals such as Noûs, Philosophical Studies, and Philosophy and Phenomenological Research, and two published books, Truth and Meaning: An Introduction to the Philosophy of Language and Reference and The Rational Mind. His newest book, Referring to the World: An Introduction to the Theory of Reference, is forthcoming from Oxford University Press. Before coming to Stanford, Professor Taylor taught in the philosophy departments at Rutgers University, University of Maryland at College Park, Wesleyan University, University of North Carolina at Chapel Hill, and Middlebury College. He is the co-host, with John Perry, of the radio program Philosophy Talk.

WINTER

Donald Barr received his M.D. from the University of California, San Francisco and his Ph.D. in sociology from Stanford. He is professor of Pediatrics in the Stanford School of Medicine, and by courtesy professor in the Graduate School of Education. He teaches undergraduate courses on health policy and health disparities in the Program in Human Biology. Dr. Barr has received a number of teaching awards at Stanford, including the Dinkelspiel Award for Distinctive Contribution to Undergraduate Education, the Phi Beta Kappa Undergraduate Teaching Award, and the Miriam Aaron Roland Volunteer Service Prize for his integration of teaching, scholarship, and volunteer service to society.

PHILOSOPHY (PHIL) 15N | 3 UNITS |

PHYSICS (Physics) 18N | 3 UNITS |

Freedom, Community, and Morality

Frontiers in Theoretical Physics and Cosmology

WINTER

FRESHMAN

n this seminar, we will examine the idea of individual freedom and its relation to human community on the one hand, and the demands of morality on the other. Does the freedom of the individual conflict with the demands of human community, society, and morality? Or, as some philosophers have maintained, does the freedom of the individual rather find its highest expression in a moral community or society of other human beings? We shall examine the diverse answers given to these questions by Albert Camus, John Stuart Mill, Jean-Jacques Rousseau, and Immanuel Kant. Camus, a representative of modern existentialism, sees an irremediable conflict between the individual and society; Mill, a representative of 19thcentury liberalism, sees a tension that can be resolved; Rousseau, a representative of the classical social contract tradition, holds that true individual freedom can only be realized in the right kind of political society; while Kant, who was greatly influenced by Rousseau, believes that what he calls freedom or autonomy is the very foundation for the principles of morality.

Michael Friedman is a professor of philosophy and the Fredrick P. Rehmus Family Professor of Humanities. His work focuses on Kant; the philosophy of science; the history of 20th-century philosophy, including the interaction between philosophy and the exact sciences from Kant through the logical empiricists; prospects for a post-Kuhnian philosophy of science in light of these developments; and the relationship between analytic and continental traditions in the early 20th century. His publications on these topics include Foundations of SpaceTime Theories: Relativistic Physics and the Philosophy of Science; Kant and the Exact Sciences; Reconsidering Logical Positivism; A Parting of the Ways: Carnap, Cassirer, and Heidegger; Dynamics of Reason: The 1999 Kant Lectures at Stanford University; Immanuel Kant: Metaphysical Foundations of Natural Science; and The Kantian Legacy in Nineteenth-Century Science.

oday, we have very successful Standard Models of elementary particle physics and cosmology. They explain the structure of matter at sub-nuclear distances; the behavior of the universe at the largest observed cosmological scales in excess of 1, 028 centimeters; and a plethora of phenomena at intermediate sizes. They rest on the pillars of quantum mechanics and Einsteinâ&#x20AC;&#x2122;s theory of gravity, general relativity. Yet this description is seriously incomplete. Deep puzzles remain about how a universe as large and old as ours is consistent with our understanding of quantum mechanics and gravity. Subtle paradoxes arise in the quantum mechanics of black holes, and our best current ideas suggest that physics at the very largest cosmological scales may look quite different from what we see around us. The purpose of this course will be to briefly introduce the current Standard Models, and then focus on some of the main frontiers of modern theoretical physics through explorations of very early universe cosmology, string theory, and the physics of black holes.

Shamit Kachru received an A.B. from Harvard and a Ph.D. from Princeton in theoretical physics. He was a Junior Fellow in the Harvard Society of Fellows and a faculty member at UC Berkeley before moving to Stanford in 1999. He is interested in quantum field theory and string theory, and their applications in particle physics, cosmology, and condensed matter physics. His past research has included foundational work on string compactifications and dualities; a classification of the spectrum of fluctuations of the most general singlefield models of inflationary cosmology; and the discovery of novel black hole geometries which may be holographically dual to strongly correlated phases of condensed matter. He has been recognized with a Department of Energy Outstanding Junior Investigator Award, Fellowships from the A.P. Sloan and David and Lucile Packard Foundations, the Bergmann Memorial Award, and the American Chapter of the Indian Physics Association Outstanding Young Physicist Prize.

POLITICAL SCIENCE (POLISCI) 12N | 3 UNITS |

POLITICAL SCIENCE (POLISCI) 27N | 3 UNITS |

Climate Change and Conflict: Will Warming Lead to Warring?

Thinking Like a Social Scientist

olicymakers and scholars are increasingly interested in whether climate change and its associated effects could contribute to the risk of violent conflict within and between countries. Will drought and rising temperatures lead to struggles over a dwindling supply of agricultural land? Will shortages of fresh water cause growing tension over access to rivers and lakes? Will rising sea levels cause mass migration from coastal areas, bringing people into conflict? Will social unrest arising from such stresses lead to violent efforts to topple governments or spill over across borders?

his seminar will consider how politics and government can be studied systematically: the compound term Political SCIENCE is not an oxymoron. The seminar will introduce core concepts and explore a variety of methodological approaches, but will focus primarily on problems of drawing conclusions from data. Are Americans more polarized than a generation ago? Does campaign spending determine elections? Will the Millennial generation change the national culture? Is the current Congress the worst ever? Disclaimer: After taking this seminar you will find it frustrating to read journalistic accounts of politics and society.

The connection between climate and conflict is a relatively new area of inquiry, without many settled answers, so this seminar presents an opportunity to explore what we know, what we do not yet know, and what we can do to further our understanding of this issue going forward. Kenneth Schultz is a professor of political science. His research focuses on interstate conflict and conflict resolution, with an emphasis on how domestic political considerations influence foreign policy choices. Current research projects examine the role of international legal commitments in resolving territorial conflicts, the relationship between civil wars and international conflict, and the origins of territorial conflict in Africa. A recipient of the 2011 Dean’s Award for Distinguished Teaching, he teaches courses on international relations and American foreign policy. Professor Schultz lives in Palo Alto with his wife and three sons. He enjoys hiking, camping, and travel and serves as an assistant scout master in his sons’ Boy Scout troop.

FRESHMAN

Morris Fiorina is the Wendt Family Professor of Political Science at Stanford University, and a senior fellow of the Hoover Institution. His research focuses on public opinion and elections. He has written or edited 12 books, including Culture War? The Myth of a Polarized America (three editions), which has been noted in more than 600 print and electronic outlets. In 2009 Fiorina published Disconnect: The Breakdown of Representation in American Politics. Fiorina has been elected to the American Academy of Arts and Sciences, the American Academy of Political and Social Sciences, and the National Academy of Sciences.

WINTER

In this seminar, we explore such questions as: How could the expected effects of climate change make civil or international conflicts more likely? What evidence is there that environmental factors contribute to violent conflicts, historically and today? What regions or countries are most at risk from these challenges, and why? Answering these questions requires that we not only think about the human and social impacts of climate change but also ask basic questions about what causes political violence within and between countries and how we can assess the contribution of different risk factors. Assignments will encourage students to learn more about the conflict risks in countries that interest them and to gain familiarity with some of the methods that political scientists use to explore these issues systematically.

PSYCHIATRY AND BEHAVIORAL SCIENCES (PSYC) 70N | 3 UNITS |

PSYCHIATRY AND BEHAVIORAL SCIENCES (PSYC) 77N | 3 UNITS |

Mind-Body Medicine — A Global Perspective

Deviants in Literature

WINTER

FRESHMAN

his seminar will provide an introduction to the science of Mind-Body Medicine. It is intended for students with general interests in matters of mind and health, as well as students who are specifically interested in the psychological/ biological/medical sciences. We will begin with a historical perspective and discuss how diverse cultures and schools of medical thought from around the world grapple with the concept of Mind-Body Medicine. This will be followed by clear and accessible overviews of the basic elements and functions of the nervous, endocrine, and immune systems and of how multiple biological systems need to act in concert to enable and support life and health. We will then discuss the role of MindBody Medicine in the context of modern Western and nonWestern systems of medicine, while grappling with the pros and cons of each approach. The remainder of the seminar will focus on health-related effects of “good” versus “bad” stress, stress reduction, positive and negative emotions, exercise, the placebo effect, and disorders like anxiety and depression. Along the way, we will discuss how successful treatment for many disorders may depend on treating the whole person in addition to treating their specific disease. Course requirements include engaged and consistent class participation, a brief presentation, and a final (6-8 page) paper.

Firdaus Dhabhar is associate professor of psychiatry and behavioral sciences at Stanford University. He earned a double major in biology and government from Dartmouth College, and a Ph.D. in biomedical science from The Rockefeller University. His laboratory has discovered mechanisms by which short-term stress enhances immunity, while chronic stress suppresses/ dysregulates immune function. He has proposed that the fight-or-flight stress response is Mother Nature’s fundamental but underappreciated survival mechanism that could be harnessed clinically to promote health and healing. Professor Dhabhar’s laboratory investigates the links between the brain and body system in the context of stress, depression, skin immunity, surgery, and cancer. He has served on committees at the National Academies of Science, and in elected and appointed positions for the Psycho-NeuroImmunology Research Society. Among his honors are the Psycho-NeuroImmunology Research Society Young Investigator Award (for outstanding contributions in basic and clinical research); and the Richter Award (for excellence in the field of psychoneuroendocrinology). Professor Dhabhar enjoys working with undergraduate and graduate students in the classroom and in his laboratory.

any literary works are enhanced by, in fact demand, a psychological perspective in order to achieve a fully informed reading. To wit, Dostoevsky’s underground man is obsessed with the question, “What’s better: cheap happiness or lofty suffering?” Literary analysis bequeaths its own psychological tools. There are other examples. Thomas Mann’s, Death in Venice not only serves as the gold standard for the novella form, but as well contains among its many themes the darker dynamic of paraphilia. In Kafka’s “The Penal Colony, ” guilt searches for a validating crime. “The Judgment” continues another disturbing search. Truman Capote uses a journalistic style to manage horrible fact during In Cold Blood. In Joseph Conrad’s Heart of Darkness the description of a journey outward is more nearly an analysis of the journey inward. Flannery O’Connor examines why “A Good Man is Hard to Find.” And Albee’s Zoo Story asks whether the man on the street is prepared to confront his own worst nightmare. There will be a take-home midterm and a final paper. John Van Natta is professor emeritus in psychiatry. For 20 years, he taught as an adjunct professor in humanities special studies. This course is one of the four he developed and offered at the interface of psychiatry and literature. As a forensic expert, he has over 10, 000 pages of opinions in the public domain. As a clinician, he has worked with all age groups, both as a psychotherapist and as a specialist caring for hospitalized patients. He also writes literary fiction.

PSYCHOLOGY (PSYCH) 16N | 3 UNITS |

PSYCHOLOGY (PSYCH) 26N | 3 UNITS |

Amines and Affect

Language Acquisition: Exploring the Minds of Children

ehavioral scientists have always acknowledged that rewards powerfully motivate and shape behavior, but only now are they beginning to understand how. The goal of this seminar is to look inside the black box of the cranium and examine the rapidly emerging findings on how the brain transforms sensory impressions into subjective value. Aspects of neuroanatomy, neurochemistry, and neurodynamics will be considered in research on humans and other mammals. This course is ideal for students that would like to get deeper exposure to cutting edge concepts and methods at the intersection of psychology and biology, and who plan to apply their knowledge to future research.

he capacity for language is in some sense in our genes, an extraordinary competence distinguishing humans from other species. Yet there is ardent debate about the role of biology in guiding language acquisition. Does language development follow an innate “bioprogram, ” or does it build on more general, cognitive abilities, strongly influenced by early experience? Psycholinguists are interested in the complex mental processes underlying language use and in how communicative competence develops in very young language learners. Already in the first months of life, even before they understand that words have meanings, infants become specialists in the speech sounds of their native language, learning skills essential to the listening and speaking abilities that develop so dramatically in the second year. This seminar explores biological and experiential influences on the emergence of linguistic ability as children begin to learn a first language. Students will also gain experience with some of the experimental methods researchers use to explore infants’ mental processes and early social understanding. Discussions of theory and research will be enriched with visits to Stanford laboratories and by group projects involving observations of very young language learners.

FRESHMAN

Anne Fernald graduated from Swarthmore College and, after living in Germany for several years, did her doctoral work in developmental psychology and psycholinguistics at the University of Oregon. She is an associate professor in the Department of Psychology and the Josephine Knotts Knowles Professor of Human Biology. Professor Fernald runs a research laboratory in the psychology department that focuses on language acquisition; she is involved with Stanford’s interdisciplinary programs in Human Biology and Symbolic Systems. Her teaching, mentoring, and service to undergraduate education have been honored with Stanford’s Dinkelspiel Award, the ASSU and Hoagland prizes for outstanding teaching, and the Cox Medal for mentoring undergraduates in research.

WINTER

Brian Knutson is an assistant professor of psychology. His research focuses on the neural basis of emotional experience and expression in mammals, computational neuroscience, and functional magnetic resonance imaging. His laboratory work tests hypotheses derived from rodent and primate research suggesting that biogenic amines can modulate emotional experience at specific brain locales. Using a combination of functional magnetic resonance imaging, psychophysiological probes, and selfreport indices, his research group characterizes neural correlates of anticipation of reward and punishment in healthy humans. The group also plans to investigate affective function in patients with disorders of affect and addiction using these paradigms.

RELIGIOUS STUDIES (RELIGST) 18N | 3-4 UNITS | CROSSLISTED: JEWISH STUDIES (JEWISHST) 18N

Religion and Politics: Comparing Europe to the United States

WINTER

FRESHMAN

his course explores the relationship between religion and politics as it is understood in the United States and Europe. In recent years, this relationship has turned somewhat tense, in part because of the rise of Islam as a public religion in Europe, and in part due to the rising influence of religious groups in public culture. We will study the different understandings and definitions of the separation of “church and state” in Western democratic cultures, and the differing notions of the “public sphere.” Through case studies, we will investigate the nature of public conflicts, what particular issues lead to conflict, and why. For instance, why has the head covering of Muslim girls and women become politicized in Europe, and how? What are the arguments surrounding the Cordoba House in New York City, known as the Ground Zero Mosque, and how does this conflict compare to the controversies surrounding recent constructions of mosques in European cities? The course is interdisciplinary and comparative in nature. It considers historical, political, sociological, and religious studies approaches, introducing students to the particular perspectives of these disciplines. For resources we will draw on various forms of media, documentaries, and scholarly literature.

Charlotte Fonrobert is an associate professor of religious studies, and is affiliated with the Programs in Urban Studies and Feminist Studies. She has served as a co-director of the Center for Jewish Studies from 2007 to 2011. Her first book, Menstrual Purity: Rabbinic and Christian Reconstructions of Biblical Gender, won an award for best first book and was a finalist for a National Jewish Book Award. She has co-edited the Cambridge Companion to the Talmud and Rabbinic Literature. Her research interests in religious studies are rabbinic literature, gender studies, ritual studies, and most recently the relationship between religion and politics.

SOCIOLOGY (SOC) 22N | 3 UNITS |

The Roots of Social Protest

n this course, we will study the conditions under which social protest emerges and can become transformed into ongoing social movements. Examples include women’s rights, civil rights, ecology, and antiwar and anti-globalization movements in the United States and elsewhere. We will review sociological theories to explain the timing, location, framing, and causes of mobilization, and will consider how researchers evaluate these theories. We will also compare tactics, trajectories, and outcomes of social movements as they have unfolded over time.

Susan Olzak, a professor of sociology, has written three books on race and ethnic relations. She has done research on the antiforeigner movement in Germany, the antibusing movement in the United States, the women’s movement in the United States and Germany, and racial civil rights protest in the United States and South Africa. She collects original data on protest and conflict events using daily newspaper accounts and then uses this information to analyze explanations about the timing, nature, and duration of collective action. Her current research projects the impact of domestic and environmental protest on environmental legislation in the U.S. Congress, and a cross-national analysis of the impact of globalization on ethnic conflict.

THEATER and PERFORMANCE STUDIES (TAPS) 12N | 3-5 UNITS | CROSSLISTED: CLASSICS (CLASSGEN) 6n

To Die For — Antigone and Political Dissent

his seminar focuses on Sophocles’ great tragedy, Antigone. We approach the play from three perspectives: the character Antigone as an archetype of political dissent; the story of her struggle in relation to modern approaches to social change; and the individual moral question of what is worth dying for. In addition to Sophocles’ play, we will study modern dramatic and filmed versions of the Antigone story, including works by Bertolt Brecht (Nazi Germany), Jean Anouilh (occupied France), Athol Fugard (apartheid South Africa), Tom Paulin (Northern Ireland during the “troubles”), Margarethe von Trotta (Europe during the “red brigades”), Janus Glowacki (Antigone and homelessness), and A. R. Gurney (U.S. college protests).

WINTER

We then will consider Antigone as a touchstone for understanding workers’ struggles in the United States (documentary films by Barbara Kopple), and political resistance in Guatemala (readings by Rigoberta Menchu and Jennifer Harbury). Short excerpts on the ethical importance of political dissent will help us understand how an ancient text like Antigone can illuminate contemporary issues such as the status of women, environmental sustainability, economic and social justice, and resistance to illegitimate political authority.

FRESHMAN

Rush Rehm, professor of drama and classics, works extensively in the area of Greek tragedy. His books include Aeschylus’ Oresteia: A Theatre Version; Greek Tragic Theatre; Marriage to Death: The Conflation of Wedding and Funeral Rituals in Greek Tragedy; The Play of Space: Spatial Transformation in Greek Tragedy; and Radical Theatre: Greek Tragedy and the Modern World. He teaches courses on dramatic literature of various periods, and teaches acting and directing to drama students.

CHEMISTRY (CHEM) 25Q | 3 UNITS | crosslistED: Theater and PERFORMANCE Studies (TAPS) 25Q

Science-in-Theatre: A New Genre?

WINTER

SOPHOMORE

cientists operate within a type of tribal culture where rules, mores, and idiosyncrasies are not taught through specific lectures or books but, rather, are acquired through a form of intellectual osmosis in a mentordisciple relationship. Is that also the reason why, until recently, scientists were hardly ever “normal” characters in plays other than being represented as Dr. Frankensteins or nerds? But during the past dozen years, more and more intellectually challenging plays have appeared on the Anglo-American theatre scene in which scientific behavior and even science are presented accurately. Has this happened because of didactic motivation on the part of some playwrights or because the intrinsic theatricality of science and its metaphoric significance has been recognized? These issues will be discussed and partially viewed (via videos in the instructor’s San Francisco home on Monday evenings, with dinner included) through an examination of a number of plays, some of which were written by the instructor. A short play-writing experiment will also be conducted. Carl Djerassi is a writer and professor of chemistry emeritus at Stanford. He is one of two American scientists to have been awarded both the National Medal of Science (for the first synthesis of a steroid oral contraceptive “the Pill”) and the National Medal of Technology. He is also a member of the National Academy of Sciences and many other academies, as well as recipient of 26 honorary doctorates. For the past two decades, he has turned first to fiction writing, mostly in the genre of “science-in-fiction, ” whereby he illustrates the human side of scientists, and subsequently to play-writing with an emphasis on “science-in-theatre.” Most of his novels, Cantor’s Dilemma; The Bourbaki Gambit; Marx, Deceased; Menachem’s Seed; NO), short stories (The Futurist and Other Stories) autobiography (The Pill, Pygmy Chimps, and Degas’ Horse), poetry (A Diary of Pique), and a memoir (This Man’s Pill: Reflections on the 50th Birthday of the Pill) were written in Europe (London & Vienna), where he resides for part of each year. He has written nine plays, which have cumulatively been translated into 20 languages and also published in book form, as well as broadcast by the BBC World Service, NPR, and German and other radio services. His most recent book is Chemistry-in-Theatre (2012). Djerassi is the founder of the Djerassi Resident Artists Program in Woodside, which provides residences and studio space for artists in the visual arts, literature, choreography and performing arts, and music. Over 2, 000 artists have passed through the program since its inception in 1982. For further background on his plays, see djerassi.com.

Comparative Literature (COMPLIT) 51Q | 4 UNITS | CROSSLISTED: American Studies (AMSTUD) 51Q/ Comparative Studies in Race AND Ethnicity (CSRE) 51Q

Comparative Fictions of Ethnicity Prerequisite: completion of PWR1.

s social creatures, we may know “who” we “are.” How does our sense of self shape our interactions with those around us? How does literature provide a particular medium not only for self-expression but also for meditations on the construction of the self? Don’t we tell stories in response to the question, “Who are you?” We give our lives flesh and blood when telling how we process the world. How does this universal question (“Who am I?”) change when we add the qualifier “ethnically” before it? A key part of understanding ethnicity is that it is relational, defined against another ethnicity, and that it never stands alone; it helps us diagnose larger social and historical issues. Another key point is that of relationship changes within historical movements: they are not entirely static or natural, and neither is our sense of who and what we are. We will embark upon an inquiry into both the formal and aesthetic properties of literary works and their location in our social, political, cultural, and personal lives. We will explore how identity, national character, ethnicity, and gender evolved to become central to our sense of ourselves. This course is especially designed to build your writing and oral presentation skills. Writing is a mode of thinking. Polishing your writing goes hand in hand with making you a more critical and imaginative thinker. This course fulfills the second-level Writing and Rhetoric Requirement (Write-2) and emphasizes oral and multimedia presentation. David Palumbo-Liu is a professor of comparative literature and, by courtesy, English. He has written extensively on race, ethnicity, and literature, and is especially interested in how these issues affect culture, society, and individual identity. Professor Palumbo-Liu has taught at Stanford for 20 years. He very much enjoys the opportunity that Introductory Seminars give him to work closely with students.

COMPARATIVE MEDICINE (COMPMED) 88Q | 3 UNITS |

Blood Cells — The Basics

he Earth is undergoing rapid climate change as a result of anthropogenic loading of the atmosphere with greenhouse gases. Our understanding of the effects of global warming come from (1) numeric models that attempt to predict how climate will respond to the expected increase of greenhouse gases, and (2) studies of paleoclimate during times in Earth’s history when greenhouse gas concentrations were elevated with respect to current concentrations. These two approaches do not always agree as to how Earth responds to increases in greenhouse gases. This seminar examines the predicted scenarios of climate models and how they compare to known hyperthermal events in Earth’s history. We will examine the interactions and feedbacks among Earth’s biosphere, hydrosphere, atmosphere, and lithosphere. Our topics include the longand short-term carbon cycle, the coupled biogeochemical cycles affected by and controlling climate change, and how the biosphere responds to climate change. We will also discuss possible remediation strategies.

Page Chamberlain received his Ph.D. in geology and geophysics from Harvard in 1985. He was a professor at Dartmouth College for 14 years before moving to Stanford in 2001. His research is in the broad area of isotope biogeochemistry, and it focuses on a wide variety of problems such as the link between climate and the origin of mountainous regions, the relationship between surface processes and tectonics, the chemical weathering of rocks, and isotopic studies of bird migration and the paleoecology of California condors. He has worked extensively in the northern Appalachians, Rocky Mountains, Sierra Nevada, Tibet and the Himalayas, and the Southern Alps of New Zealand.

SOPHOMORE

Jennifer Johns is a veterinary clinical pathologist and faculty member in the Department of Comparative Medicine. She received her B.S. from UCLA, and her D.V.M and later Ph.D. from UC Davis. She completed clinical pathology residency training at UC Davis and obtained board certification from the American College of Veterinary Pathologists in 2007. Her background includes years of experience as an emergency veterinarian and as a diagnostic pathologist for domestic and exotic animal species. Her primary research focus is on alterations in hematopoiesis (production of blood cells) during tick-borne bacterial infections, with a specific emphasis on neutrophil dysregulation in granulocytic anaplasmosis. Her related and collaborative work is on changes in hematopoietic stem cells during infectious and inflammatory diseases. She oversees the Diagnostic Laboratory in the Veterinary Service Center in the School of Medicine.

Climate Change from the Past to the Future

WINTER

our bone marrow produces approximately 500 BILLION new blood cells each day. The cells in the blood are essential for survival, and the body expends a large amount of resources in maintaining these cells. In this seminar we will examine some critical questions including: Why does the body have such a tremendous need for blood cells? What vital functions do they perform and why do they die? How do blood cells differ between humans and other animal species, particularly mammals but also other vertebrates such as birds? We will break down the three basic blood cell types (white blood cells, red blood cells, and platelets) along with white blood cell subtypes, and look at the microscopic appearance of these cells in various species. We will also discuss some common abnormalities of blood cells and the shifts that occur with several major diseases. At the end of this class, you will have a basic understanding of hematology in human and animal species, including the microscopic appearance of blood cells and their role in health and disease. Our seminar will be a combination of discussion, lecture, and projected microscopy, and will include a final paper. Students planning to pursue human/veterinary medicine or biomedical research, or simply wanting to understand more about this vital function of the body, are welcome to apply.

ENVIRONMENTAL EARTH SYSTEM SCIENCE (EESS) 57Q | 3 UNITS | CROSSLISTED: EARTH SYSTEMS (EARTHSYS) 57Q

FEMINIST STUDIES (FEMGEN) 153Q | 4-5 Units |

Creating the Gendered Story Prerequisite: completion of PWR1. Students with a background in reading literary prose will find the course most valuable. An interest in gender issues will be very helpful. All genuinely interested students are welcome to apply.

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e will explore novels, stories, memoirs and micronarratives in which gender plays a major role. The texts are by writers of varied genders and sexual orientations as well as varied class, racial and national backgrounds. Written assignments present a mixture of academic and creative options. Students will write essay seminar presentations, term project strategies, revision plans, original narratives (creative writing), final projects, etc. Students will use such tools as close reading, research, analysis and imagination. The learning goals include a serious exploration of individual students’ creativity, a more nuanced appreciation of diverse literatures and a stronger understanding of the multifaceted nature of gender, race and class. Students will develop their abilities to write well-argued papers. They will stretch their imaginations in the creative writing assignments. And they will grow more confident as public speakers and seminar participants. This course fulfills the second-level Writing and Rhetoric Requirement (Write-2) and emphasizes oral and multimedia presentation.

Valerie Miner is the award-winning author of 14 books. Her novels include Traveling with Spirits, After Eden, A Walking Fire, Winter’s Edge, and Blood Sisters. Her short fiction books include Abundant Light, The Night Singers, Trespassing, and Movement. Her collection of essays is Rumors from the Cauldron: Selected Essays, Reviews, and Reportage. The Low Road: A Scottish Family Memoir, was a finalist for the PEN USA creative nonfiction award. Abundant Light was a fiction finalist for the Lambda Literary Awards. Professor Miner has had Fulbrights to India, Tunisia, and Indonesia, and has won a distinguished teaching award. Her website is valerieminer.com

Geological AND Environmental Sciences (GES) 55Q | 3 UNITS |

The California Gold Rush: Geologic Background and Environmental Impact Prerequisites: completion of PWR1. Preference to students who have completed an introductory geology course.

he California Gold Rush of 1848-49 resulted in the largest mass migration in American history. This seminar will investigate: (1) the geologic processes that led to concentration of gold in the river gravels and rocks of the Mother Lode region of California; (2) methods of mining and ore extraction; (3) the environmental impact of the population increase and mining operations, including the effects of placer mining on the landscape, rivers, and fisheries, and the impact of the concentration of arsenic and mercury in surface sediments and soils due to hard-rock mining and milling operations; and (4) the social, cultural, and economic consequences of the Gold Rush. Assignments for the course include short essays and geologic maps, a research paper, and a formal oral presentation. This course fulfills the second-level Writing and Rhetoric Requirement (Write-2) and emphasizes oral and multimedia presentation.

Dennis Bird, raised in the Mother Lode region of California, has a lifelong interest in the California Gold Rush. A graduate of UC Berkeley, he has taught geochemistry at Stanford for 29 years. His research focuses on the chemical and physical processes related to water-rock reaction in Earth’s crust, and the geologic consequences of life’s metabolic processes. His research group investigates the properties of solution-mineral reactions to predict the nature of elemental mass transfer by reactive fluids. Recent efforts focus on the environmental geochemistry of chromium and arsenic, geologic CO2 sequestration, and paleoclimate proxies preserved in volcanic ash in Greenland and Iceland. Professor Bird’s geo-biology research focuses on the geologic consequences of photosynthesis on early Earth, specifically processes leading to the rise of continents, and the effects of syn-pandemic fire suppression and reforestation in tropical America on atmospheric CO2 during the European conquest.

HEALTH RESEARCH AND POLICY (HRP) 89Q | 3 UNITS |

HISTORY (HISTORY) 44Q | 4-5 UNITS |

Introduction to Cross Cultural Issues in Medicine

Gendered Innovations in Science, Medicine, and Engineering

Prerequisite: completion of PWR1.

his seminar will introduce you to the field of sociology of health by examining key concepts such as ethnicity, immigration, health care service expectations, and language barriers. The purpose of this class is twofold. First, the course will provide insight on how cultural differences are of practical concern to the future health professional. Second, the seminar is designed to teach cross-cultural medical competencies needed to effectively serve diverse populations in the medical setting. We will critically analyze the impact of cultural background in doctor-patient consultation and in the health care system at large.

hy are there so few women in some fields of science, medicine, and engineering? Would science be different if more women were involved? This course analyzes current debates about gender in technical fields. We also explore “Gendered Innovations, ” which examines how sex and gender analysis can enhance science and technology. We will look at concrete examples of how taking gender into account has yielded important new research results in medicine, biology, engineering, and archaeology. Questions remain concerning whether gender analysis has anything to offer physics, mathematics, computer science, or chemistry. Finally, we examine the many efforts underway nationally and internationally to transform science, medicine, and engineering into fields where both women and men can flourish. For a video of Professor Schiebinger discussing this topic, go to: genderedinnovations.stanford.edu/ what-is-gendered-innovations.html. Classes consist of lively discussions of selected readings plus sessions with distinguished visitors. This course fulfills the second-level Writing and Rhetoric Requirement (Write-2) and emphasizes oral and multimedia presentation.

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Londa Schiebinger is the John L. Hinds Professor of History of Science, and the director of the Gendered Innovations in Science, Health & Medicine, and Engineering Project. She is a leading international expert on gender in science and works on this topic with both the United Nations and the European Union. Her books include: The Mind Has No Sex? Women in the Origins of Modern Science; Nature’s Body: Gender in the Making of Modern Science; Has Feminism Changed Science?; and Gendered Innovations in Science and Engineering. For more information, visit Professor Schiebinger’s website at: stanford.edu/dept/HPS/schiebinger.html.

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Irene Corso is originally from Caracas, Venezuela. She received her Ph.D. in education from Stanford. As a senior lecturer in the Department of Health Research and Policy and the Language Center, her areas of expertise include coordinating and teaching the medical Spanish program in the School of Medicine, and curriculum development in the fields of sociology of health and cross-cultural medicine. She also conducts project evaluations in the areas of health care delivery and patient satisfaction, and develops programs in the area of international medicine. Professor Corso thoroughly enjoys serving as a student advisor and as a mentor, and spending time with her family.

HISTORY (HISTORY) 48Q | 3 UNITS | CROSSLISTED: AFRICAN and AFRICAN AMERICAN STUDIES (AFRICAAM) 48Q

HUMAN BIOLOGY (HUMBIO) 86Q | 3 UNITS |

South Africa: Contested Transitions

Prerequisite: completion of PWR1.

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he inauguration of Nelson Mandela as president in 1994 marked the end of a way of life for South Africa. Or did it? Most South Africans finally became citizens in their own country, and their new constitution guaranteed equality, promising redress for injustices of the past. The imagination and resilience that characterized opposition to minority rule could now be turned to reconstruction and development. Yet much remained the same. Laws, administrative rules, common practices, and interpersonal expectations all reflected the legacy of discrimination and racism. Reconstructing South Africa requires confronting sharply contested transitions. How, for example, should government be organized? Will the new local authorities facilitate popular participation or entrench elite privilege? What are the roots of the current situation, and how do they shape future possibilities? These and related questions will frame our exploration of South Africa’s social history, especially efforts to create a nonracist, nonsexist, democratic society. This course fulfills the second-level Writing and Rhetoric Requirement (Write-2) and emphasizes oral and multimedia presentation.

Joel Samoff, who has a background in history, political science, and education, studies and teaches about development and underdevelopment, primarily focused on Africa. He has been a faculty member at the Universities of Michigan, California, and Zambia, and has taught in Mexico, South Africa, Sweden, Tanzania, and Zimbabwe. Concerned with public policy, research, and links between the two, he works with international agencies involved in African education: with UNESCO to coordinate analyses of aid-funded education research in Africa and with the Dutch government to manage a global evaluation of aid to education. He has studied education policy-making in South Africa. Awarded an honorary doctorate by the University of Pretoria in 2005, he chairs the International Advisory Council of the University of the Free State. Affiliated with Stanford’s African Studies Center, Professor Samoff has directed several summer seminars on South Africa, both at Stanford and in Cape Town. Among his publications are a co-edited book on microcomputers in Africa and articles on “Chaos and Certainty in Development” and “Education for All in Africa: Still a Distant Dream.”

Love as a Force for Social Justice his course will explore the concept of love as a force for social justice and action, and as the inspiration for service and the application of knowledge to positive social justice. We will discuss biological, psychological, religious, and social perspectives of love, drawing on the expertise of people from a variety of disciplines. In the course of the quarter, the following topics will be addressed: kinds of love/definitions; nonviolent communication; love and the biology of the brain; love as a basic concept of religious beliefs (Buddhism, Christianity, Hinduism, Islam, Judaism); and artistic and poetic expressions of love as a social force. One of the goals of the class is to provide students with some knowledge of the literature of love, as well as a sense of the importance of love as a key phenomenon in creating community, connection, and functional societies among humans.

Anne Firth Murray, a New Zealander, was educated at the University of California and New York University in economics, public administration, and political science, focusing on international health policy and women’s reproductive health. For 25 years she has worked in philanthropy, serving as staff, board member, and consultant to many foundations. From 1978 to 1987 she directed the environment and international population programs of the William and Flora Hewlett Foundation. She is the founding president of the Global Fund for Women, which is committed to women’s wellbeing. She is a consulting professor in human biology at Stanford. She serves on boards and councils of nonprofit organizations including Commonweal, Global Force for Healing, and Global Justice Center. She is the author of Paradigm Found: Leading and Managing for Positive Change and From Outrage to Courage, on the unjust and unhealthy situation of women in poorer countries. Professor Murray’s personal interests include gardening, beekeeping, and writing.

HUMAN BIOLOGY (HUMBIO) 91Q | 3 UNITS |

HUMAN BIOLOGY (HUMBIO) 96Q | 3 UNITS |

Neuroethology: The Neural Control of Behavior

Injustice, Advocacy, and Courage: The Path of Everyday Heroes

Prerequisite: knowledge of basic biological principles.

nimal behavior tells us about the evolution of behavioral adaptations. However, understanding how behavior is controlled by the nervous system is a significant challenge. Through discussion and critique of original research papers, students in this seminar will analyze the origins and development of the study of animal behavior and its neural basis. By asking why and how research studies were done, students will learn about the scientific process. This means learning to read original scientific articles, write critiques, and make regular presentations about specific topics. There will be a final presentation in which students will choose a single system to study in detail and interpret data about that system. There will be a visit to a neuroethological laboratory to see firsthand how this work is done.

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Bill Abrams is a consulting professor and a partner in the international law firm Bingham McCutchen LLP. He teaches courses in policy, constitutional law, and science and the law. He has tried public interest and other cases throughout the United States, and has been lead counsel in death penalty, educational rights, and other cases. He works with the Stanford Law School Youth Education Law Clinic and sponsors the Edith and Norman Abrams Fellowships in Public Interest Law at the Haas Center. He received a B.A. in humanities from Stanford in 1976 and a J.D. from Santa Clara University in 1979.

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Russell Fernald is professor of biology and the Benjamin Scott Crocker Professor of Human Biology. He joined the Stanford faculty in 1991 from the University of Oregon, where he was a founding member and director of the Institute for Neuroscience. His research focuses on how social behavior influences the brain. Professor Fernald has been awarded Stanfordâ&#x20AC;&#x2122;s Bing Prize for innovation in teaching, the Cox Medal for contributions to research by undergraduates, and the Dinkelspiel Award for distinctive contributions to undergraduate education. For his research on how behavior influences the brain, he was awarded a Jacob Javits Award from the National Institutes of Health. In 2003, Professor Fernald was named the Mimi and Peter Haas University Fellow in Undergraduate Education. In 2004, he was awarded the Rank Prize for his contributions to optoelectronics and vision.

his course will study the paradigms of people of courage, action, and energy who have fought against injustice by advocating for causes despite great odds. The focus will be on everyday people who have taken action, often at great personal risk, not for ambition but because of their convictions and steadfast commitment to their beliefs. The first part of this course will consider persons and advocacy groups in terms of their origins, achievements, and methods, and will include class meetings with representatives of groups that we are studying. Our planned subjects are Partners in Health; Equal Justice Initiative and Southern Center for Human Rights (concerning the death penalty and rights of indigent defendants); groups involved in the rebuilding of New Orleans post-Katrina; juvenile justice; free speech in public schools; and FACE AIDS. The second part of the course will examine abortion and gay/ lesbian rightsâ&#x20AC;&#x201D;two issues where not only are both sides passionately committed to their positions, but also where each side believes that its position is supported by science and objective evidence. We will consider the need for civil discourse, the appreciation of opposing convictions, and the possibilities for dialogue and progress. Speakers from all sides will attend class sections, and the discussions will connect the involvement of everyday persons in these issues to the exercise of courage.

MANAGEMENT SCIENCE AND ENGINEERING (MS&E) 92Q | 3 UNITS |

International Environmental Policy

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his seminar is an introduction to the science, economics, and politics of international environmental policy. We will use the current set of negotiations on global climate change as a case study throughout the course, although 10 international environmental issues also will be covered in some depth. The interested student will not need any prerequisites to participate in the course. Course materials will be self-contained and drawn from material the instructor has used in briefing international negotiators and the U. S. Congress.

John Weyant is a professor of management science and engineering, director of the Energy Modeling Forum (EMF), and deputy director of the Precourt Institute for Energy at Stanford. He is a senior fellow of the Freeman Spogli Institute for International Studies and the Woods Institute for the Environment at Stanford. He has been a convening lead author or lead author for the Intergovernmental Panel on Climate Change (IPCC), and most recently served as a review editor for the climate change mitigation working group of the IPCC’s fourth assessment report. He is active in the debate on climate change policy through the Department of State, the Department of Energy, and the Environmental Protection Agency. In California, he is a member of the California Air Resources Board’s Economic and Technology Advancement Advisory Committee (ETAAC). Professor Weyant was awarded the United States Association for Energy Economics’ 2008 Adelmann-Frankel Award for unique and innovative contributions to the field of energy economics. He was honored in 2007 as a major contributor to the Nobel Peace Prize awarded to the IPCC.

Mathematics (MATH) 87Q | 3 UNITS |

Mathematics of Knots, Braids, Links, and Tangles Prerequisite: MATH 51.

n this seminar, students will investigate several questions involving knots, braids, and other similar objects. We will explore some interesting types of knots and learn how they can be distinguished from one another by means of numerical or polynomial invariants. All knots and links occur as boundaries of two-dimensional surfaces in space, so the seminar will include an introduction to the topology of surfaces. We will study both the geometry and algebra of braids, including their relationships to knots and links. Topics for further investigation might include applications of concepts from knot theory to biology, chemistry, and physics. Wojciech Wieczorek received his Ph.D. at Michigan State University. He has taught at the University of Georgia, University of Wisconsin at Madison, and at Stanford since 2004. Earlier in his career, while working at University of Gdansk, he taught geometry at a high school there. His research interest is in three- and fourdimensional manifolds. Knots play a significant role in these areas.

MEDICINE (MED) 86Q | 2 UNITS |

NEUROSURGERY (NSUR) 70Q | 2 UNITS |

Seeing (and Tracking) the Heart

Experimental Stroke

Stroke occurs when the blood supply to the brain is cut off and it involves at least four basic components: the brain, the blood vessels, the blood contained in the blood vessels, and the heartâ&#x20AC;&#x201D;the pump that delivers blood into the brain. Stroke can result in brain infarction (tissue death), which can lead to death or disability in the patient. To understand it, we will examine the relationships between the brain, blood, blood vessels, and heart. We will explore how injury to brain structures alters neurological function. One such example is aphasia, a language disorder seen in stroke patients. We will also discuss in depth the cellular and molecular mechanisms of neuronal death and survival in the brain after stroke. We will introduce experimental tools for stroke treatment, such as gene therapy, cell therapy, hypothermia, pre-conditioning, post-conditioning, and other pharmacological treatments. Importantly, this seminar will give students first-hand knowledge about how stroke research is conducted. Students will have the opportunity to learn how stroke models are created in the laboratory. You will be invited to our laboratory to observe closely how surgery is performed. You are strongly encouraged to ask any questions you have at any time, thus navigating the direction of the class. Heng Zhao is a research assistant professor in the Department of Neurosurgery. His research interest is to explore novel neuroprotectants that have potential for clinical translation and to study the underlying cellular and molecular mechanisms. His lab is the first to demonstrate that ischemic postconditioning reduces infarction after stroke, and that remote pre-conditioning protects against focal ischemia in rats. He received his postdoctoral training from Stanford. He received his Ph.D. from Nihon University, School of Medicine in Tokyo, Japan, and his B.S. and M.S. from the West China University of Medical Sciences in Chengdu, China.

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Michael McConnell is a professor of medicine (cardiovascular) and electrical engineering, by courtesy, as well as codirector of Noninvasive Imaging and director of preventive cardiology in the Division of Cardiovascular Medicine at Stanford. He received his B.S. and M.S. in bioelectrical engineering from MIT and his M.D. from Stanford. His clinical and research interest is in developing technologies to improve the detection and treatment of cardiovascular disease, particularly at earlier stages. He divides his time between clinical cardiology and research, with projects ranging from imaging cardiovascular disease in animal models and patients, to cardiovascular mobile health applications, as well as teaching in cardiovascular physiology and molecular imaging.

troke is one of the leading causes of human morbidity and mortality worldwide. In the United States alone, a stroke occurs every 40 seconds. You might have been heartbroken when it ruined the life of a loved one, or you might have heard of or witnessed how stroke affected other people. How do you know if you or someone in your family is at risk?

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he purpose of this course is to introduce students to biomedical technology, science, clinical medicine, and public health through the topic of cardiovascular imaging and monitoring. Cardiovascular disease remains the number one health problem in the United States. At the same time, we are seeing rapid progress in cardiovascular technology, both imaging and mobile health, which is revolutionizing the practice of medicine. There are now invasive and noninvasive techniques to detect heart disease at its earliest stagesâ&#x20AC;&#x201D;literally to see inside the heart and blood vessels. We are also continuing to learn about the biology of cardiovascular disease, which may allow for more sophisticated molecular imaging. We also face the public health challenge of how to leverage mobile health technology to monitor the heart and motivate healthy behaviors and early detection for disease prevention. This seminar will combine class discussions with hands on laboratory and clinical experiences. Specifically, we will discuss the common forms of heart disease, how they develop, and why they affect so many people; introduce the wide range of technologies that are in use or development for diagnosing heart disease (e.g., ultrasound, CT, MRI, PET, optical); visit numerous imaging centers in Stanford and at Stanford Hospital (e.g., echo lab, cath/angio lab, MRI and CT scanners, molecular imaging center); and evaluate multiple mobile health devices and apps for activity and disease monitoring.

ORTHOPEDIC SURGERY (ORTHO) 97Q, | 3 UNITS | CROSSLISTED: HUMAN BIOLOGY (HUMBIO) 97Q

Sport, Exercise, and Health: Exploring Sport and Exercise Medicine Prerequisite: completion of PWR1.

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port and exercise medicine is a body of knowledge at the interface between function and performance, health and competition. For this reason, the clinical practice of sports medicine is a high-stakes endeavor that aims to balance health and ethical concerns with the demands inherent in sport. For many, sports medicine is understood to be a specialized service provided to elite athletes. While sports medicine had its origins in providing care to elite and professional athletes, medical advances developed in treating these athletes can also exert a profound effect on the nature and quality of care provided to the broader, noncompetitive community. The most powerful contribution from sports medicine has yet to be made: the public-health mandate to harvest the knowledge and resources associated with the medical care of elite athletes on behalf of a much broader population. Topics covered in this seminar include musculoskeletal injuries, medical conditions associated with sport and exercise, exercise and health, ethics, coaching, women’s issues, and human performance. The material presented will involve actual cases, lectures, debates, presentations, and discussion. An emphasis is placed on critical thinking. This course fulfills the second-level Writing and Rhetoric Requirement (Write-2) and will emphasize oral and multimedia presentation. Note: Seminar is also offered in fall and spring quarters. Gordon Matheson grew up in Canada and received his M.D. from the University of Calgary and Ph.D. from the University of British Columbia. At Stanford since 1994, he is professor of orthopedics and director of the Sports Medicine Program. Dr. Matheson is former chief of the Division of Sports Medicine in the medical school and has been a team physician at the Olympic Games and in the National Hockey League.

PSYCHIATRY AND BEHAVIORAL SCIENCES (PSYC) 78Q | 3 UNITS |

Mental Health in Collegiate Athletes Prerequisite: none, but participation in elite sports is helpful.

his course will focus on developmental, psychological, and performance issues in elite collegiate athletics. We will cover a range of topics that are important to both male and female student athletes and can help them understand and flourish in their environment. Topics include time management, optimizing mental toughness and competitiveness, coping with injuries, and preparing for the future. The course will use the problem-oriented approach employed in medical schools. Students will read material about each week’s topic area; this will serve as the jumping-off point for discussion and guided independent research. Each class will include presentations by Dr. Steiner of that day’s topic. Students will briefly present material they have researched and then discuss questions that arose during the research. A strong emphasis is placed on class participation.

Hans Steiner, a professor of psychiatry emeritus, is an international expert on human development and developmental approaches to psychopathology. He is especially interested in disorders of aggression, eating, anxiety, and mood. He has published over 500 papers, books, and abstracts, and has received numerous awards for his research and teaching. He regularly provides keynote addresses to professional and lay organizations in the United States, Europe, Asia, and Australia.

PSYCHIATRY AND BEHAVIORAL SCIENCES (PSYC) 81Q | 3 UNITS |

STRATEGIC MANAGEMENT (STRAMGT) 110Q | 3 UNITS |

Fate of Orphans and Vulnerable Children in Sub-Saharan Africa: The HIV/AIDS Pandemic

Making Sense of Strategy

his course will discuss the nature of the AIDS pandemic, issues around testing and treatment of HIV/AIDS, and the impact of trauma and loss on orphans and vulnerable children. Ninety percent of all children worldwide who are HIV+ are in sub-Saharan Africa. In addition, 90 percent of all children worldwide whose death is attributable to AIDS and who are orphaned by parents dying of AIDS are found here. This highlights why sub-Saharan Africa is the focus of such intense international effort to reduce HIV transmission and to provide treatment for and protect children made vulnerable by the AIDS pandemic. We will examine the effect of stigma, culture, and resources/interventions on the psycho-social wellbeing of these children. Representatives from international NGOs will speak to the class about their efforts in this region and explain why these efforts are largely directed to small community projects to provide support and developmentally appropriate housing.

David Demarest is the vice president for public affairs at Stanford University. He has held senior positions in the fields of politics, government, business, and education. He served four years as an assistant to President George H.W. Bush and member of the White House senior staff, including as White House communications director. This followed his role as communications director of the 1988 Bush Presidential Campaign. Later, he served as executive vice president at BankAmerica Corp. and then as executive vice president for global corporate relations and brand management at Visa International. He founded AspenLine Reputation Strategies, a specialized reputation management and communications consulting firm. He also serves on the boards of the George Bush Presidential Library Advisory Council, and the Public Affairs Council in Washington, D.C. In addition to lecturing at the Stanford Graduate School of Business, he enjoys backpacking, skiing, and creative writing.

SOPHOMORE

Hugh (Brent) Solvason is associate professor of psychiatry and behavioral sciences. He is also the medical director for Psychiatric Interventional Therapies, and assistant director of the Psychopharmacology and Depression Research Clinics. In 2005, he and Dr. Reicherter worked in Indonesia with vulnerable children affected by the Indian Ocean tsunami of 2004. Last spring he taught a course on vulnerable children in the Bing Overseas Study Program in Cape Town and developed a service learning experience in a township for his students. His current focus is the use of innovative brain stimulation technologies to treat clinical depression that has not responded to usual care.

et the strategy right, and the chance for success is great. Nowhere is this more evident than in today’s world of major challenges. Strategy is at the heart of problem solving and achieving objectives, yet few people can define strategy, much less understand how to conceptualize, design, and execute effective strategies that yield the best outcomes. This course will meet once a week to focus on interesting and engaging case studies, each of which illustrates a key ingredient of strategy. Some are wellknown historical events, while others are less obvious, but all have a strategic lesson to share. They are quite diverse, from the planning of a high-risk rescue in the Colorado Rockies, to a product crisis in a Fortune 500 company, to a little-known failed military mission of WWII, to a commercial airline disaster. The ability to think through challenging and varied scenarios is both instructive and mind-stretching. There will be some pre-reading on each case study, and there may be a field trip for students to put their lessons into practice. The course is designed to be highly interactive—all to enable students to unravel the mystery and power of strategic thinking. Students will also have the opportunity to select and analyze a case reflecting interests of their own. This course can help students not only prepare for a career in a range of fields, but also as they meet the challenges of their current coursework. Problem-solving skills are central in every walk of life. This seminar can help students build a stronger foundation for sound decision-making.

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Daryn Reicherter, M.D., is a clinical faculty member in the Department of Psychiatry and Behavioral Sciences and the mental health director for several programs that serve the homeless population in the mid-Peninsula area. He has co-edited a book on public health/ mental health effects of the Khmer Rouge, Cambodia’s Invisible Scars: Trauma Psychology in the Wake of the Khmer Rouge. Dr. Reicherter has an interest in cross-cultural trauma psychiatry. He works clinically with traumatized refugees from diverse regions of the world now living in the Bay Area.

SURGERY (SURG) 70Q | 3 UNITS |

SURGERY (SURG) 72Q | 3 UNITS |

Surgical Anatomy of the Hand: From Rodin to Reconstruction

Anatomy in Society

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he surgical anatomy of the hand is extremely complex in terms of structure and function. This course will explore the anatomy of the hand in several different contexts: its representation in art forms, the historical development of the study of hand anatomy, current operative techniques for reconstruction, advances in tissue engineering, and the future of hand transplantation. We will trace investigations into the anatomy of the hand over the centuries. We will visit the Rodin collection of hand sculptures at the Cantor Art Museum, do anatomic dissections on a cadaver upper extremity, hear lectures on hand reconstruction, tour tissue engineering research laboratories, and get tutorials inside the operating room to observe actual hand reconstruction procedures.

James Chang is a professor of plastic surgery and orthopedic surgery and chief of the Division of Plastic and Reconstructive Surgery at Stanford. He has a B.A.S. from Stanford, and spent a year as a lecturer in English at the Beijing University of Science and Technology. He graduated from Yale Medical School and then completed a residency at Stanford. His research interests include modulation of Transforming Growth Factor-Beta in scarless flexor tendon wound healing and tissue-engineered flexor tendon grafts for hand reconstruction. He is the recipient of numerous grants, an associate editor for several journals, and has been research director for the American Society for Surgery of the Hand. Dr. Chang lives on the Stanford campus with his wife and daughters.

his course is for undergraduates who want to expand their understanding of the influence of human anatomy on the design of commercial products and competitive activities such as: automobile and furniture design, sports clothing and shoe design, robotics and dance, and choreography. Students will learn how societal advancements have evolved to increasingly accommodate human form and function. Guest speakers are experts in their fields of design, architecture, and sports. The laboratory component exposes students to human anatomy via cadaver material, 3D digital images, the 3D dissection table and models. By the end of this course, students will be able to: describe the concepts of anatomically correct automotive and furniture design; explain how thoughtfully choreographed dance incorporates proper joint and muscle movement; describe how robotics simulate human movement; explain how joint prosthesis aids in joint movement; describe how specific muscle group development aids in the execution of specific sportrelated movements; and deliver a final presentation using proper communication skills.

Sakti Srivastava is an associate professor, Department of Surgery, and chief, Division of Clinical Anatomy at the Stanford University School of Medicine. He has taught anatomy to a variety of learners at Stanford since 1999, and has championed the development of learning technologies and use of digital media to enhance traditional anatomy teaching. Bruce Fogel is a consulting associate professor in the Division of Clinical Anatomy at the Stanford School of Medicine and a clinical associate professor and director of Endodontic Surgical Services at the University of the Pacific School of Dentistry. As a clinician and educator, he emphasizes the clinical relevance of anatomy as it pertains to normal and pathological conditions of the head and neck and their associated treatment procedures. He has also developed x-ray databases and digital medical/dental images for healthcare education, and has co-authored three electronic atlases of the head and neck.

THEATER and PERFORMANCE STUDIES (TAPS) 180Q | 4 UNITS |

Noam Chomsky: The Drama of Resistance

his seminar focuses on the ideas of Noam Chomsky, MIT professor of linguistics, and a dedicated activist who has spent his life challenging the reigning political and economic paradigms by which the United States is ruled. After discussing his revolutionary model for linguistics (concentrating on the possible link between language and freedom), we will address Chomsky’s work on U.S. foreign policy (in Southeast Asia, Indonesia and East Timor, Central America, the Caribbean, and the Middle East); the media (“manufacturing consent”); “terrorism”; ideology and culture; student/popular movements; the “new world order” (at home and abroad); and the importance of resistance. Chomsky’s work will provide a useful mode of analysis as students explore their own ways of understanding and challenging the political, economic, and social forces that shape our lives. This seminar would best suit students who have an interest in current events and a desire to make future current events more humane.

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spring seminars Essays must be submitted online at vcais.stanford.edu

Every student should take at least one IntroSem, because of the value of working together in a course with a small group of peers and the opportunity to get to know a faculty member as a colleague and friend.â&#x20AC;?

ART AND ART HISTORY (FILMSTUD) 110N | 3 UNITS |

ART and art HISTORY (ARTHIST) 80N | 3-4 UNITS |

Darkness in Light: The Filmic Imagination of Horror

The Portrait: Identities in Question

rom its very beginnings, the cinema evinced an affinity with the phantom realm of specters, ghosts, and supernatural beings. Not only does horror have deep and diverse roots in the international history of film; it emerges as a trope of film itself, as a medium of shadows, dematerialized presence, life drained of substance. This course offers an overview of filmic imaginations of horror across the span of the 20th century, with a focus on the United States, Europe, and Japan. We will read and discuss theories of horror—from the fantastic to the uncanny— and unpack these in light of key moments in the genre’s development. We will debate the merits of vampires versus zombies. And we will trace, through the lens of horror, ongoing debates about cinematic representation, from André Bazin’s idea of the “mummy complex” to Linda Williams’ thesis of “body genres” to Jeffrey Sconce’s notion of “haunted media.” The course will serve as an introduction to film analysis and interpretation; no prior experience in film studies is required or expected. In addition to regular class meetings, there will be a required weekly screening.

SPRING

FRESHMAN

Jean Ma teaches in the Film and Media Studies program in the Department of Art and Art History. She received her Ph.D. from the University of Chicago and previously taught at Bard College. She is the author of a book about contemporary Chinese art films entitled Melancholy Drift: Marking Time in Chinese Cinema, and co-editor of the anthology: Still Moving Between Cinema and Photography.

ost of us hold archives of hundreds or thousands of “portraits” — more or less instantly available posed images of ourselves and others. For most of human history, before the development of portable and digital cameras, portraiture was a much rarer and more deliberate social act and cultural practice, involving special materials and techniques, encounters with expert portraitists or photographers, and established settings for display. What almost all portraits, of whatever time or cultural place, have in common are presentations of social identities, roles, or persona, as well as a potential fascination and power that may be based in our neurological capacities for facial recognition and “mind-reading” through facial expressions. This introductory seminar will explore many aspects of this basically simple category of thing — images of particular persons. Our point of departure will be from the history of art, focusing on portrait sculptures, paintings, and photographs from many eras and cultures, some of which are among the most studied and discussed of all artistic monuments. We will consider techniques and approaches of portrait making, including the conventions that underlie seemingly realistic portraits, posing, the portrait situation, and portrait types, or genres. Our primary focus will be on the multiple purposes of portraiture, from commemoration, political glorification, and self-fashioning to making claims of social status, cultural roles, and personal identity. Along the way, we will see that our understandings of portraiture benefit from the approaches and insights of many fields — political and social history, anthropology, neuroscience, and literary studies among others. Plans for a field trip to New York City are in progress. Richard Vinograd studies the history of Chinese arts, especially paintings and prints, over the last millennium. He is the author of Boundaries of the Self: Chinese Portraits, 1600-1900 (1991) and coauthor of Chinese Art & Culture (2001). He has also co-curated several exhibitions at Stanford’s Cantor Center. Professor Vinograd is Christensen Fund Professor in Asian Art, and past chair of the Department of Art and Art History.

BIOLOGY (BIO) 3N | 3 UNITS |

CHEMISTRY (CHEM) 24N | 3 UNITS |

Views of a Changing Sea: Literature and Science

Nutrition and History

here is one ocean on planet Earth, and it is constantly changing. Some changes are cyclical and natural; others have unknown trajectories and are largely driven by human impact. Thus, humans are a critical element in the ecology of the ocean and its future. In turn, the ocean’s future will affect the entire planet and, arguably, all living things. How do these changes impact you? Cascading effects of depleting marine fisheries and issues associated with marine culture present distinct, but related, problems. Land-based activities deposit nutrients and pollutants in both coastal and oceanic environments. These impacts are becoming more evident through a rapidly increasing number of hypoxic areas and “dead” zones. Oxygen concentrations deep in the eastern Pacific and in other productive oceanic regions are decreasing. Increasing atmospheric CO2 levels are driving sea-surface warming, sea level rise, and ocean acidification. We will examine the changing sea from literary, historical, and scientific perspectives through group discussions of selected readings, including works by Herman Melville, Richard Henry Dana, John Steinbeck, Rachel Carson, and Robinson Jeffers. These readings, in conjunction with scientific essays and papers, will help us see that these issues are not simple, and that causality is often blurred by hidden connections between them. One or more weekend field trips to Monterey Bay, Elkhorn Slough, and Hopkins Marine Station will be offered.

his seminar will examine the biochemical basis of the nutritional requirements and deficiencies that have influenced human history. Each topic will begin with a chemical description of the nutrient or toxin and discussion of its physiological action, followed by consideration of the sociological, political, and economic consequences for human populations. Possible topics are vitamins (deficiency diseases such as rickets and scurvy, evolution of skin pigmentation), minerals (iron and calcium deficiencies, selenium and arsenic toxicity), organic toxins (ergot, botulinium, ptomaines), starvation (carbohydrate metabolism, galactosidases, glucosidases, protein deficiency syndromes), lipid metabolism and cardiovascular health, and metabolic variants that predispose to disease (porphyria, favism, phenylketonuria). Students will prepare written and oral reports. They might research the historical aspects of an agent, such as those listed above, for which the instructor will have presented chemistry and physiology.

Wray Huestis is a professor in the Department of Chemistry. Her research concerns the structure and function of cell membranes, focusing on lipid metabolism and organization, protein structure, and membrane fusion mechanisms. She received a Ph.D. in biophysics and chemistry from Caltech. She was the recipient of an Alfred P. Sloan Foundation Fellowship and a Stanford Dean’s Award for Excellence in Teaching.

SPRING FRESHMAN

William Gilly spent his early years in Allentown, Pa., exploring rocks, fossils, and whatever else turned up along the way home from school. He majored in electrical engineering at Princeton, did graduate work at Washington University and Yale University in physiology and biophysics, and during summers did postdoctoral research at the University of Pennsylvania and the Marine Biological Laboratory in Woods Hole. This work focused on ion channels in the giant axon of squid. He came to Stanford’s Hopkins Marine Station in 1980, because of a squid fishery in Monterey and the deep pool of marine expertise. During the next 30 years his focus on squid has drifted steadily from a molecularphysiological level to a behavioral-ecological one. Personal observations of change, plus a belief that humanities and sciences are two sides of the same coin, have led Professor Gilly to offer this seminar and its natural extension, Holistic Biology (holisticbiology.stanford.edu/).

CHEMISTRY (CHEM) 26N | 3 UNITS |

classics (CLASSGEN) 24N | 4-5 UNITS |

The What, Why, How, and Wow’s of Nanotechnology

Sappho: Erotic Poetess of Lesbos

SPRING

FRESHMAN

hat is nanotechnology? Why is it a new and exciting field? What impact will it have on society and on our daily lives? This seminar will present an introduction to nanotechnology. We will discuss basic science at the nanoscale, its difference from molecular and macroscopic scales, and its implications and applications. We will learn about important developments in nanotechnology in the past two decades, from imaging and moving single atoms on surfaces to killing cancer cells with nanoscale tools and gadgets. Given nanotechnology’s highly interdisciplinary nature, we will talk about the critical roles chemistry plays in shaping nanotechnology: in making molecules, nanoparticles, nanocrystals, nanotubes, and nanowires using the so-called bottom-up approach; top-down approaches in making small structures and materials using tiny tools, ‘pens, ’ ‘pencils, ’ and ‘cutters’; and why small things differ from their large counterparts in physical properties (an important aspect that arises from the basic principles of quantum mechanics). These new and exotic properties have been a main motivation for making nanostructures and materials for basic studies as well as for real-world applications, including nanoelectronics and nanomedicine. In addition to readings and discussion, we will go into the lab to see how to make nanocrystals and learn how to “see” things nearly one-millionth the size of that of a human hair.

Hongjie Dai received his B.S. from Tsinghua University, his M.S. from Columbia, and his Ph.D. from Harvard. After postdoctoral work at Rice University, he joined the Chemistry Department at Stanford, where he is currently the Jackson-Wood Professor of Chemistry. He has received prestigious awards for his work on nanoscience including the APS James McGroddy Prize, the Julius Springer Prize for Applied Physics, the American Chemical Society Pure Chemistry Award, and election to the Fellow of American Academy of Arts and Sciences. His research group has developed chemical vapor deposition synthesis of carbon nanotubes and carbon nanotube gas and biological sensors. Recently, they have ventured into biological areas by interfacing carbon nanotubes with biological systems for novel applications including ultrasensitive protein detections, nucleic acid delivery, and cancer cell destruction.

appho, the archaic poet from the Greek island of Lesbos, has probably been the most influential female poet in Western civilization, although her life remains an intriguing enigma. In this class, we will read all of Sappho’s surviving fragments in English and discuss all aspects of her poetry as well as the traditions referring to, or fantasizing about, her much-disputed life. We will examine the various ways in which Sappho’s poetry and legend have inspired not only female authors but also great male poets such as Swinburne, Baudelaire, and Pound. We will see and analyze the many paintings inspired by Sappho in both ancient and modern times, and will listen to the various composers who attempted to put her poetry into music. We will also investigate the rich heritage of writings concerning Sappho and her circle, from ancient to contemporary times, focusing on those periods when scholars have debated the interpretation of her poetry. No previous knowledge of Greek poetry or culture is required. Anastasia-Erasmia Peponi has been working in recent years on Greek aesthetics. She is especially interested in the Greek notions of aesthetic pleasure and aesthetic response as these are represented and debated in poetic and philosophical texts. Her book, Frontiers of Pleasure: Models of Aesthetic Response in Archaic and Classical Thought, is forthcoming, and she has also been working on the aesthetics of dance in Greek culture and is preparing a volume on Dance and Aesthetic Perception in Greece, to include her relevant published work and papers given in various venues in the United States and in Europe. In addition, she is editing a collective volume on Performance and Culture in Plato’s Laws and a volume on Lyric and the Visual (the latter, with Andre Lardinois and Richard Martin as co-editors). Since she came to Stanford she has been teaching graduate seminars such as “Aesthetics and Politics of Dance in Ancient Greece” (spring 2003, as a visiting professor); “Choral Poetry and Performance” (2005 and 2008); “Criticism, Interpretation, and Reception in Antiquity: The Case of Sappho” (2006); “Mimesis in Poetry and Philosophy” (with Andrea Nightingale, 2007); “Pleasure in Greek Thought” (2009); “Sappho, Plato, Proust” (both undergraduate and graduate, 2010); and “Mousike in Theory and Performance” (with Reviel Netz, 2010). She has also taught undergraduate classes such as the majors seminar, freshman seminars, and courses in Greek.

COMMUNICATION (COMM) 165 | 3 UNITS |

COMPARATIVE MEDICINE (COMPMED) 83N | 3 UNITS |

Cars: Past, Present, and Future

Horse Medicine

n F. Scott Fitzgeraldâ&#x20AC;&#x2122;s novel The Great Gatsby, it was a murder weapon. In the movie The Graduate, it was a symbol of youthful rebellion. In countless songs it has served as a metaphor for everything from sexuality to social status. It has shaped our cities and changed our history. It has expanded our horizons and determined our politics. It is the automobile. Join us in exploring the past, present, and future of the automobile, bridging the humanities, social sciences, design, and engineering. A different theme will be featured weekly in discussion and supported by key readings and media, e.g. cars in movies; the quest for speed and performance; the engineering challenges of automobility; the psychology of driving; the car as art; and cars and globalization. Some cars are likely to make guest appearances themselves. The seminar is offered as part of the Revs Program at Stanford: revs.stanford.edu.

Clifford Nass is the Thomas M. Storke Professor in Communication, and by courtesy computer science, education, law, and sociology. He directs the Revs Program and the Communication Between Humans and Interactive Media (CHIMe) Lab and co-directs the CARS Program. His research includees the psychology and design of human-technology interaction, voice interfaces, and computer/web interfaces. He has been involved in automotive research and interactive products and services design for companies such as BMW, Google, and Sony.

he emphasis of this seminar will be on a problemoriented approach to horse medicine and will include topics ranging from equine colic to infectious diseases. The seminar will consist of lectures and slide shows given by Dr. Green, followed by discussion of the reading assignments and study guide questions. We will visit a local horse barn to review the basic physical examination and neurological examination of equine patients on a Saturday morning during this course, by special arrangement. The objective is to provide the class participants with exposure to common equine veterinary medical problems.

Sherril Green is a veterinarian who is board certified in large animal internal medicine by the American College of Veterinary Internal Medicine. She has taught equine medicine to veterinary students at the University of MissouriColumbia, the University of Florida, and the University of Guelph in Ontario, Canada. She completed her doctorate degree in neuroscience at UC Davis, and was an adjunct instructor in veterinary pharmacology at the UC Davis School of Veterinary Medicine before joining the faculty in the Department of Comparative Medicine at Stanford in 1995. A life-long horse owner and equine enthusiast, she has authored numerous papers and book chapters, and has lectured at national and international meetings on topics ranging from equine rabies to neonatal foal medicine.

SPRING

Michael Shanks is the Hoskins Professor of Classical Archaeology. His lab in the Archaeology Center is called Metamedia, and his research has covered the archaeology of early farmers in northern Europe, Greek cities in the Mediterranean, the design of beer cans, and the future of mobile media for Daimler Chrysler. Currently, he is exploring the English borders with Scotland in the excavations of a Roman town. He is the author of more than a dozen books.

FRESHMAN 85

COMPARATIVE MEDICINE (COMPMED) 85N | 3 UNITS |

COMPUTER SCIENCE (CS) 73N | 3 UNITS |

Animal Use in Biomedical Research

The Business of the Internet

Prerequisite: completion of PWR1.

he goal of this course is to provide students with an understanding of how and why animals are used in biomedical science. We will focus on the humane care and treatment of laboratory animals in research, including, but not limited to, such topics as laws and ethics, animal behavior, animal modeling, and the animal activist movement. Course topics will also include: What advances have been made as a result of the use of animals in research; who conducts animal research; predominant animal species used in biomedical research; facts and myths; the regulation of biomedical research; housing and care of laboratory animals; why must new drugs be tested; animal use in stem cell research, cancer research, and genetically engineered mice; and career choices in biomedical research. The goals are to engage students in the important issue of animal use in biomedical research and to stimulate their interest, understanding, and participation in biomedical science. The lab sessions use an integrated interdisciplinary approach, best described as developmental neuroethology, to address issues in human and animal well-being. It focuses on two closely related issues: (1) Developing methods and underlying psychobiological principles to predict and prevent abnormal behavior (in animals) and mental disorder (in humans), and (2) Identifying the general reasons why animal models often fail to predict human outcomes, and providing solutions to improve the efficacy and well-being of animal models.

FRESHMAN

Megan Albertelli is an assistant professor in comparative medicine. She is a laboratory animal veterinarian who collaborates with investigators to develop and refine animal models of human disease. Her focus area is cancer, particularly rodent models of glioblastoma, breast cancer, and prostate cancer.

his seminar focuses on the use of the internet for commercial, social, and academic enterprises. We meet twice a week to discuss the concepts, possibilities, pitfalls, and potential future directions of the internet, its impact on society, and the fundamentals of e-commerce. How does society deal with tradeoffs like the fact that buyers gain access to the entire world market but cannot inspect goods before purchase? How do we ensure an open society while maintaining protection from snoopers, competitors, and marketers, given that encryption technology can protect crooks as well as legitimate businesses? Awareness of the global setting of the internet is important in understanding how information should best be presented. Technology will be covered only to the extent needed to understand the issues and to give some sense of the internet’s historical evolution. The course includes a range of writing assignments, a webcast, and the creation of a substantial website about a proposed enterprise, which can be a business, educational, or other nonprofit venture. This course fulfills the second-level Writing and Rhetoric Requirement (Write-2) and emphasizes oral and multimedia presentation.

Gio Wiederhold, emeritus professor of computer science, medicine, and electrical engineering, is active in the application of knowledge-based techniques to database management, information systems, secure information management, and software construction and maintenance. After earning an aeronautical engineering degree in Holland and undergoing 16 years of industrial experience in the United States, he earned a Ph.D. in medical information science at UC San Francisco and joined the Stanford faculty in 1976. During 1991-1994, he was a program manager at DARPA, originator of the internet.

SPRING

Avron Barr and Shirley Tessler are longtime members of the Stanford community. Barr wrote the fourvolume Handbook of Artificial Intelligence while a graduate student in computer science in the 1970s. Tessler has an M.B.A. from Wharton, and worked in banking and corporate finance before coming to Stanford to study computer science. Currently, they are focused on developing international standards for eLearning and investigating intellectual property valuation issues.

ECONOMICS (ECON) 24N | 3 UNITS |

ELECTRICAL ENGINEERING (EE) 10N | 3 UNITS |

Social Choice and Market Design

How Musical Instruments Work

Prerequisite: AP Calculus (The combinatorial arguments are accessible to students with little math background, but who understand the meaning of rigorous argument.)

Prerequisite: high school math and physics.

his is a course for mathematically sophisticated freshmen, addressing how societies can make group choices based on the preferences of individuals and how insights of theory are being employed to organize markets and create new resource allocation systems. It begins by exploring two fundamental conundrums: the logical impossibility of combining the preferences of several people in a coherent way to produce a social choice in a setting with three or more alternatives, and the related impossibility of creating a voting system for that setting that is â&#x20AC;&#x153;strategy-proof, â&#x20AC;? meaning that it is always optimal to vote honestly. Despite these general impossibilities, there are important situations in which coherent and strategy-proof group decision making is possible, and these are explored and explained. An exciting new development in economics is the application of these ideas to redesign important markets, such as markets for airspace to accommodate safely both commercial flights and space launches, or for school assignments for children. The first part of the class will lay foundations; the last part will explore design challenges that economists are facing right now.

usical instruments, as well as being fun to play, are excellent examples of science, engineering, and the interplay between the two. How does an instrument make sound? Why does a trumpet sound different from a guitar, a flute, or a bell? We will examine hands on the principles of operation of wind, string, percussion, and electronic instruments in class. Concepts to be investigated include waves, resonators, understanding and measuring sound spectra and harmonic structure of instruments, engineering design of instruments, the historical development of instruments, and the science and engineering that make them possible. Some experience playing a musical instrument is recommended. David Miller is a professor of electrical engineering at Stanford. He worked at Bell Labs in New Jersey before moving to Stanford in 1996. His own research work is in optics and how we can use it to help us handle the ever-growing amount of information we process and send. He enjoys playing many different kinds of music and has always been fascinated by how musical instruments actually produce their sounds.

SPRING

Paul Milgrom is the Shirley R. and Leonard W. Ely Jr. Professor of Humanities and Sciences, senior fellow at SIEPR and professor, by courtesy, of economics in the Graduate School of Business. He is a member of the National Academy of Sciences, a fellow of the American Academy of Arts and Sciences, and director of the Market Design program at SIEPR. He still remembers his own excitement as a young math student when he first encountered the works by economists William Vickrey and by mathematicians David Gale and Lloyd Shapley. That simple mathematical ideas could penetrate social problems from auctions to marriage was puzzling and intriguing. He hopes to share some of that intrigue with his students as they explore not only abstract problems, but also his own current efforts as the head of a team of advisors helping the U.S. Federal Communications Commission. They are planning to buy television licenses from broadcasters and convert and sell those to provide better wireless broadband for consumers. For Professor Milgrom this is the completion of a cycle from applied to abstract to applied, and all of that will be shared with the students in his seminar.

FRESHMAN 87

ELECTRICAL ENGINEERING (EE) 17N | 3 UNITS |

Engineering the Micro and Nano Worlds: From Chips to Genes Prerequisite: high school physics (preferably AP), including knowledge of the length scales (meter, millimeter, micrometer, nanometer).

he first part of the course will consist of a handson introduction to the techniques of micro and nanofabrication including those in the Stanford Nanofabrication Facility (SNF) and the Stanford Nanocharacterization Laboratory (SNL). This introduction will be complemented with field trips to local companies and other research centers to illustrate the many applications; these include semiconductor integrated circuits (“chips”), DNA microarrays, microfluidic biosensors, and microelectromechanical systems (MEMS). The second part is to create, design, propose, and execute a project. Examples of previous projects include writing the Holy Bible and the Quran on a credit card, gene sequencing using two microscope slides, very high-density recording of music, and nanometric sensing of strain using a custom-built diffraction grating.

Fabian Pease is the William Ayer Professor of Electrical Engineering emeritus and has been a consultant to many electronics firms and organizations. His research includes scanning electron microscopy, micro and nano-fabrication, digital television, and DNA microarrays. From 1996 to 1998, he managed programs in microelectronics, micro-printing, and analog-to-digital conversion for the Department of Defense.

SPRING

FRESHMAN

John Provine is a research associate with the Center on Interfacial Engineering for Microelectromechanical Systems. Dr. Provine received his Ph.D. from Cornell in electrical engineering, and his B.A. and B.S./M.S. from Rice University. His work focuses on surface physics, photonics, MEMS, and nanofabrication.

ENVIRONMENTAL EARTH SYSTEM SCIENCE (EESS) 49N | 3 UNITS | CROSSLISTED: EARTH SYSTEMS (EARTHSYS) 49N, CIVIL and ENVIRONMENTAL ENGINEERING (CEE) 50N

Multi-Disciplinary Perspectives on a Large Urban Estuary: San Francisco Bay Prerequisites: introductory biology and chemistry are recommended.

his course will focus around San Francisco Bay—the largest estuary on the Pacific coasts of both North and South America—as a model ecosystem for understanding the critical importance and complexity of estuaries. Despite its uniquely urban and industrial character, the Bay is of immense ecological value and encompasses over 90% of California’s remaining coastal wetlands. Students will be exposed to the basics of estuarine biogeochemistry, microbiology, ecology, hydrodynamics, pollution, and ecosystem management/restoration issues through lectures, interactive discussions, and field trips.

Christopher Francis received his Ph.D. in marine biology from Scripps Institution of Oceanography (UC San Diego and his post-doc at Princeton. In 2003, he joined the Department of Geological and Environmental Sciences, and is now with the Department of Environmental Earth System Science. His current research centers on the molecular, bio-geochemical, and ecological aspects of the microbial cycling of nitrogen and metals in the environment, with particular emphasis on coastal and estuarine systems, including San Francisco Bay, Elkhorn Slough, and Monterey Bay. Stephen Monismith received his Ph.D. in civil engineering from UC Berkeley. In 1987, joined the Civil and Environmental Engineering Department at Stanford, which he chairs. His research includes studies of estuarine and lake flows as well as near-shore flows with waves and stratification He works at the intersection of science and policy issues. He chairs the Interagency Ecological Program Science Advisors Group for the Bay/ Delta and is a member of the National Research Council Committee studying the sustainable management of the water and ecological resources of the Sacramento/San Joaquin Delta.

ENGLISH (ENGLISH) 47N | 3 UNITS |

Sports and the Meaning of Life

tanford has the most successful student-athlete program in the country (maybe ever), and athletics are an enormously important aspect of Stanford’s student culture. This course looks in depth at sports in American culture. Through film, essays, fiction, poetry, and other media, we will explore an array of topics including representations of the athlete, violence, beauty, the mass media, ethics, college sports, race, and gender. Blakey Vermeule is a professor of English and earned her B.A. from Yale and Ph.D. from UC Berkeley. Her research interests include cognitive and evolutionary approaches to art, philosophy, and literature, British literature from 16601820, post-Colonial fiction, satire, and the history of the novel. She is the author of The Party of Humanity: Writing Moral Psychology in Eighteenth-Century Britain (2000) and Why Do We Care About Literary Characters? (2009). She is currently working on a book about what mind science has discovered about the unconscious.

ENGLISH (ENGLISH) 68N | 4 UNITS | CROSSLISTED: AMERICAN STUDIES (AMSTUD) 68N

Mark Twain and American Culture

ark Twain has been called our Rabelais, our Cervantes, our Homer, our Tolstoy, our Shakespeare. Ernest Hemingway maintained that all modern American literature comes from one book by Mark Twain called Huckleberry Finn. President Franklin D. Roosevelt got the phrase “New Deal” from A Connecticut Yankee in King Arthur’s Court. This seminar will explore the vitality and versatility of the work of this remarkable author, focusing on the culture that shaped him and that he, in turn, helped shape. Our class discussions will focus on the ways in which Twain’s work illuminates and complicates his society’s responses to such issues as race, technology, heredity versus environment, religion, education, and what it means to be “American.” Throughout our discussions, we will pay close attention to the ways in which his books provide a window on the social history of his time and the ways in which they speak to our own time, as well.

SPRING

Shelley Fisher Fishkin, the Joseph S. Atha Professor of Humanities, professor of English, and director of American Studies, is the author, editor, or co-editor of over 40 books and 80 articles, essays, and reviews. Although she has focused on Mark Twain, she has also written about Gloria Anzaldua, Frederick Douglass, Theodore Dreiser, W.E.B. Du Bois, Paul Laurence Dunbar, Charlotte Perkins Gilman, Maxine Hong Kingston, and Walt Whitman. Her award-winning books include From Fact to Fiction: Journalism and Imaginative Writing in America; Was Huck Black? Mark Twain and AfricanAmerican Voices; and Feminist Engagements: Forays Into American Literature and Culture. She is also the author of Lighting Out for the Territory: Reflections on Mark Twain and American Culture; and the editor of the 29-volume Oxford Mark Twain. She also recovered, published, and helped produce on Broadway a “new” comedy by Mark Twain called Is He Dead?, which was nominated for a Tony Award. She is past president of the Mark Twain Circle of America and the American Studies Association.

FRESHMAN 89

GEOLOGICAL AND ENVIRONMENTAL SCIENCES (GES) 39N | 3 UNITS |

GEOLOGICAL AND ENVIRONMENTAL SCIENCES (GES) 40N | 3 UNITS |

Forensic Geoscience: Stanford CSI

Diamonds

his seminar will focus on the intersection between environmental and geological principles and modern forensic science. Forensic geoscience and the application of scientific principles to solve crimes were first popularized in the fictional work of Sir Arthur Conan Doyle through his character Sherlock Holmes. Today, modern criminal investigations increasingly rely on the technological tools used by geoscientists and their knowledge of earth materials and properties. Conversely, geoscientists often rely on the collection, analysis, and interpretation of evidence to reconstruct past events. The class will use simulated forensic exercises conducted in Stanford research laboratories and the local environments of the Stanford campus. Katharine Maher is an assistant professor of geological and environmental sciences and the director of the Stanford ICP-MS Facility. Her research integrates field, lab, and modeling approaches to understand a variety of environmental processes and their impact on the quality of our natural systems.

iamond, one of nature’s most spectacular creations, has been blessed with a unique set of properties. In this seminar, we approach this fascinating mineral from a variety of perspectives. Throughout human history, diamonds have served as powerful symbols of perfection, wealth, power, beauty, love, and eternity. We explore their history as valuable gemstones, discuss diamond prospecting and mining, and delve into the often-tragic politics behind the international diamond trade. On a planetary time scale, the chemical and physical properties of individual diamonds provide clues that help geologists understand the nature of Earth’s deep interior and the origins of our solar system. Since they are extremely tough, we are able to investigate how diamonds record information about the conditions under which they formed. Finally, we will look at diamond as an über-material. It is the hardest substance known to humankind and also possesses the highest thermal conductivity of any known material; in fact, it leaves the runners-up in the dust. These and other exceptional qualities make diamond an ideal material for many industrial and research applications. In this seminar we examine the efforts of scientists to improve upon nature, investigating cutting-edge methods for synthesizing single crystal diamond on a commercial scale, which could potentially usher in a new diamond age to follow our current age of silicon.

SPRING

FRESHMAN

Wendy Mao is an assistant professor with a joint appointment in the Departments of Geological and Environmental Sciences on campus and in Photon Science at the Stanford Synchrotron Radiation Laboratory and, by courtesy, in Geophysics. Her research focuses on the behavior of materials under compression. She uses diamonds to squeeze samples to high pressures and studies the dramatic changes that are induced. This work has application to understanding Earth and planetary interiors, and developing new hydrogen-storage materials.

GEOPHYSICS (GEOPHYS) 20N | 3 units |

HISTORY (HISTORY) 20N | 4 UNITS |

Predicting Volcanic Eruptions

Russia in the Early Modern European Imagination

olcanoes represent spectacular manifestations of the earth’s internal energy and a tremendous hazard to society. In the past few decades, earth scientists have learned how to better forecast eruptive activity by monitoring seismic activity, uplift of the ground surface, and discharge of volcanic gases, as well as by studying deposits from past eruptions. This course will cover topics such as the physics and chemistry of volcanic processes, methods for volcano monitoring, and the political and economic challenges of predicting future volcanic behavior. The course will conclude with a field trip to Mount St. Helens in Washington State, the site of a devastating eruption in 1980. The field trip involves camping and moderate hiking on hilly terrain. Paul Segall, a professor of geophysics, has taught at Stanford since 1989. He conducts research on earthquake faulting and volcanism. He and his students use the Global Positioning System and synthetic aperture radar to measure small changes in the motion of the earth’s crust on Kilauea volcano in Hawaii, Long Valley Caldera in California, and on the San Andreas Fault system. Outside of his work, he enjoys bicycling, hiking, windsurfing, and playing guitar. He is a fellow of the American Geophysical Union and the Geological Society of America, and was awarded the 1990 James B. Macelwane Medal of the American Geophysical Union.

Prerequisite: completion of PWR1.

uring the early modern centuries (1500-1800), Europeans worked out an image of Europe that, in many ways, lasts to this day. In their ideal view, European society was free, civilized, democratic, rational, and clean. They formulated this image by contrast to Europe in this great age of exploration. Diplomats, merchants, learned travelers, and curious tourists wrote treatises and diaries about exotic peoples around the world. We will read several such accounts of travel to Russia and analyze the images they constructed of Russia and implicitly of their homelands. They include an Oxford intellectual’s view of Ivan the Terrible, a German diplomat’s eyewitness observation of Peter the Great’s reforms, a British tourist’s report of high society in Catherine the Great’s St. Petersburg, and other accounts. We will read theoretical works about the genre of travel literature, its transformations, and its persistent tropes about Russia. Class will be diverse: in each meeting we will discuss an assigned primary source, and also one or more students will present a report, followed by Q&A and group feedback on presentation skills. Requirements include two oral presentations and a research paper on a travel account of your choice. Our goals are for you to more fully understand the identity Europeans worked out in the early modern period, to develop your analytical ability in reading primary and secondary historical sources, and to improve your research, writing, and oral communication skills. This course fulfills the second-level Writing and Rhetoric Requirement (Write-2) and will emphasize oral and multimedia presentation.

FRESHMAN

SPRING

Nancy Kollmann has taught at Stanford since 1982 and is a specialist in Russia and Eastern Europe. Her research focuses on power, politics, and society in Russia in the 16th and 17th centuries. Her most recent book, Crime and Punishment in Early Modern Russia, examines the practice of criminal law (trials, torture, executions, and exile) in Russia, and explores violence as a strategy of governing. In earlier work she looked at early Russia’s code of honor, where ordinary people went to court to defend themselves from insult. This, too, was a strategy of governing—a way of connecting state to society for Russia’s autocratic tsars.

HISTORY (HISTORY) 36N | 4 UNITS |

HISTORY (HISTORY) 78N | 3 UNITS |

Gay Autobiography

Latin American Movies of Revolution

Paul Robinson is the Richard W. Lyman Professor in the Humanities. Since 1967, he has been in the History Department, where he teaches courses on modern European thought and culture. He received Stanford’s Dinkelspiel Award for Distinctive Contributions to Undergraduate Education. Among his books are The Freudian Left; The Modernization of Sex; Opera and Ideas; Freud and His Critics; and Gay Lives: Homosexual Autobiography from John Addington Symonds to Paul Monette. He is a member of the American Academy of Arts and Sciences.

The seminar will meet twice per week (with additional time for movie watching when necessary) and examine one movie on each revolution. The first introductory week we will read about and discuss movies as both art and social critique. The subsequent weeks we will read and discuss the history of each revolution the first week and then watch a movie about it the second week and discuss it critically as both historians and movie critics. By the end of this seminar, you should be able to critically analyze movies as both art/entertainment and social commentary/critique while also learning to historically contextualize the subject matter that they dramatize. You will be responsible for one brief presentation as part of a student-led discussion, a 2–3-page review of each movie, and a 10-page final paper analyzing all four movies.

e will read five autobiographical texts and view four films. “Gay autobiography” means an autobiography in which the story of the author’s sexual experience and identity is a central concern, not just an autobiography by an author who happens to be gay. Among the films we’ll consider is Brokeback Mountain. Our discussions will be directed at three issues: (1) Identity: To what extent do our writers view their sexual orientation as a deep, inalterable, and defining characteristic? (2) Gender: Do these writers link their sexual orientation to “gender deviance”; i.e., effeminacy in men and mannishness in women, or do they argue that sexual orientation and gender style are separate matters? and (3) Solidarity: How much do these writers identify with others who share their sexual situation? What politics follow from their circumstances? Every student will be expected to write a 10-page autobiographical essay.

ovies are works of art designed to entertain, but they can also articulate a critique of the societies about which they are made. Few events are more dramatic than revolutions, which bring about rapid, and often violent, social, economic, political, and cultural change. In this seminar we will watch, read about and analyze movies made in or about four Latin American revolutions: Mexico in the 1910s, Cuba in the 1950s and 60s, Chile in the early 1970s, and Nicaragua in the late 1970s and 80s. Movies and other audiovisual media were critical for shaping public understanding and images of these four revolutions both when they occurred and in retrospect, since far fewer people read about them, whether in the countries themselves or abroad (especially in the United States where counterrevolutionary plots were hatched or supported).

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FRESHMAN

Mikael Wolfe is an assistant professor of history. He completed his Ph.D. in 2009 at the University of Chicago and taught at UCLA for two years before coming to Stanford in 2012. He specializes in modern Mexican and Latin American history, with a focus on the social, political, technological, and ecological dimensions of the Mexican Revolution.

LINGUISTICS (LINGUIST) 44N | 3 UNITS |

LINGUISTICS (LINGUIST) 47N | 3 UNITS |

Living with Two Languages

Languages, Dialects, Speakers

ost people worldwide speak more than one language, and much of the worldâ&#x20AC;&#x2122;s population lives in countries that are multilingual. In this seminar we will explore what it means to be bilingual or multilingual, with emphasis on social, cognitive, and educational factors. How do we learn two languages at once? How does knowing a second language affect our use of a first? Do we store both languages together in the brain? In class discussion, we will consider the social, cognitive, psycholinguistic, and neurological consequences of bilingualism, and gain an appreciation of how social groups differ in language use. Everyone will take part in a class project to collect data from two or more languages in order to compare patterns of usage, and consider what implications typological differences among languages may have for how people represent information about events and their participants. Preference will be given to students who know two or more languages.

Arto Anttila joined the Stanford faculty in 2004. He received his Ph.D. in linguistics from Stanford in 1998, and taught linguistics at Boston University and New York University before returning to Stanford. He is affiliated with the University of Helsinki (Finland) where he is docent in general linguistics. Much of his research focuses on phonological theory, language variation, and the structure of Finnish and English.

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Eve Clark is the R. W. Lyman Professor in Humanities and professor of linguistics. Educated in Britain and France, she has always been intrigued by the similarities and differences among languages, and by the process of acquisition itself as one approaches a new language. In her research, she works on how young children learn a first language and, in particular, how they attach meanings to wordsâ&#x20AC;&#x201D;a prerequisite for language acquisition and use. She was a fellow at the Center for Advanced Study in the Behavioral Sciences and a Guggenheim fellow. She is a foreign member of the Royal Netherlands Academy of Sciences and a fellow of the American Association for the Advancement of Science and of the Association for Psychological Science. She has worked abroad as a visiting scientist at the Max-PlanckInstitute for Psycholinguistics, The Netherlands, and at University College London, UK, and has taught in numerous summer schools in France, Denmark, The Netherlands, Switzerland, Bulgaria, and Canada, as well as in the United States. In winter 2009-2010 she taught in the Bing Overseas Studies Program in Paris. When not preoccupied by language, she likes to travel, sail, and add to her birding list.

uch of the fascination of the study of language lies in the fact that language is variable and changing, but not random or chaotic. Sound patterns, sentence structures, and meanings vary across languages, dialects, individuals, and even within a single individual depending on the speech situation. However, a closer examination typically reveals highly systematic patterns that hold true across all speakers, all dialects, and even all languages. This seminar is an introduction to the study of language variation. The emphasis will be on observing variation in language as it is actually used in everyday life, and trying to explain why such variation occurs and what its limits are. Each seminar participant will carry out a piece of linguistic research. This will involve identifying a variable linguistic phenomenon, inventing hypotheses as to the source and nature of this variation, and testing these hypotheses based on empirical data.

MATERIALs SCIENCE AND ENGINEERING (MATSCI) 82N | 3 UNITS |

MECHANICAL ENGINEERING (ME) 21N | 3 UNITS |

Science of the Impossible

Renaissance Machine Design

Jennifer Dionne is an assistant professor in the Department of Materials Science and Engineering. Her research investigates meta-materials—engineered materials with optical and electrical properties not found in nature—for applications ranging from high-efficiency solar energy conversion to bioimaging. Professor Dionne received her Ph.D. in applied physics in 2009 at the California Institute of Technology and served as a postdoctoral research fellow in chemistry at the Lawrence Berkeley National Laboratory in 2010. In 2011, she was named one of Technology Review’s 35 international innovators under 35, tackling important problems in transformative ways. Her work has also been featured in Science, Nature, Kakua’s book Physics of the Impossible, and Pickover’s book Archimedes to Hawking: Laws of Science and the Great Minds Behind Them. Additional information can be found on her website, dionne. stanford.edu.

Mark R. Cutkosky joined the design division of Stanford’s mechanical engineering department in 1985, after working for several years in the Robotics Institute at Carnegie-Mellon University and as a machine design engineer at Alcoa, in Pittsburgh, PA. Professor Cutkosky’s research interests include robotic manipulation and tactile sensing and the design and fabrication of small, biologically inspired robots using layered manufacturing methods. He is a principal investigator of the design interface for 3D manufacturing and biomimetic robotics projects at the Center for Design Research, director of the Dextrous Manipulation Laboratory, and a co-director of the Stanford Alliance for Innovative Manufacturing.

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FRESHMAN

magine a world where cancer is cured with light, objects can be made invisible, and teleportation is allowed through space and time. The future once envisioned by science fiction writers is now becoming a reality, thanks to advances in materials science and engineering. This seminar will explore “impossible” technologies—those that have shaped our past and those that promise to revolutionize the future. Attention will be given to both the science and the societal impact of these technologies. We will begin by investigating breakthroughs from the 20th century that seemed impossible in the early 1900s, such as the invention of integrated circuits and the discovery of chemotherapy. We will then discuss the scientific breakthroughs that enabled modern ‘impossible’ science, such as photodynamic cancer therapeutics, invisibility, and mind-reading through advanced brain imaging. Lastly, we will explore technologies currently perceived as completely impossible, and brainstorm the breakthroughs needed to make such science fiction a reality.

his course will examine innovations in technology that accompanied the proliferation of monumental art and architecture in the 1400s. The technological advances, as well as the art and architecture, often were created by people such as Brunelleschi and da Vinci, who designed machines and invented novel construction, fresco, and bronzecasting techniques. We will explore the social and political climate that made possible—and demanded—engineering expertise from prominent artists. In contrast to most of the literature, we will approach the problem primarily from the perspective of a machine designer. A secondary goal of the course is to introduce students to the pleasures of creative engineering design. The course will include handson projects to give students a physical understanding of the engineering challenges that Renaissance masters faced and overcame with ingenious solutions. The course readings will draw from a combination of historical and engineering design sources that do not require a technical background.

MUSIC (MUSIC) 34N | 3 UNITS |

Performing America: The Broadway Musical

he Broadway musical has remained in constant dialogue with American culture at large for the last hundred years. Since the beginning, the popular musical theater centered around Broadway and Times Square merged influences from European operetta, AfricanAmerican ragtime and jazz, patriotic marches, “Tin Pan Alley, ” vaudeville, an many immigrant traditions. This seminar looks at how the themes, characters, stories, and above all the songs of the Broadway musical continue to reflect ideas of American identity and negotiate themes of race, class, gender roles, and sexual identity in playful but meaningful ways. Intersections with jazz, with the movies, with genres of rock and pop, and with contemporary media are also essential to this story.

We will look primarily at a series of popular and influential shows from Showboat, Guys and Dolls, South Pacific, West Side Story, Hair, and A Chorus Line to Wicked, Bloody Bloody Andrew Jackson, and The Book of Mormon. How has the role of songwriters changed since the days of Irving Berlin, George and Ira Gershwin, Cole Porter, or Rodgers and Hammerstein now that the roles of director, choreographer, producer, marketing and media have assumed new prominence? What has been the impact of the “mega-musical, ” Disney musicals, the representation of musical theater in television series such as Glee and Smash? How do individual songs become canonized as jazz, cabaret, and concert standards? The seminar includes opportunities to perform, arrange, and to attend one or more local productions.

NEUROLOGY AND NEUROLOGICAL SCIENCES (NENS) 67N | 3 UNITS |

Intracellular Trafficking and Neurodegeneration Prerequisite: high school biology.

his course is an introduction to cell biology of degenerative diseases. The seminar will build from basic cell structures and functions through essential elements of the intracellular trafficking system that maintains exchanges of materials and information inside the cells to clinical features and pathologies of neurodegenerative diseases. We will also introduce basic techniques for examining cellular/ subcellular structures, especially cytoskeletons, and discuss functional insights generated from structural exploration. A hands-on laboratory opportunity will be considered for students to perform microscopic examination on cells and visualize cytoskeletal structures. Students have the opportunity to continue their research in projects after the course is completed.

Yanmin Yang is an associate professor in the Department of Neurology and Neurological Sciences and has taught at Stanford since 2000. After receiving her M.D. and Ph.D., she obtained her postdoctoral training at the University of Chicago. The research in her laboratory centers on molecular mechanisms underlying neurodegeneration, especially related to cytoskeletal structure, function, and regulation.

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Thomas Grey has worked primarily in the fields of opera (especially the operas of Richard Wagner), 19th-century musical romanticism in general, music and literature, and music and the visual arts. His current interests involve pursuing these areas further into the 20th century in such topics as music and the “Gothic, ” and the cultural history of American musical theater.

FRESHMAN 95

PHILOSOPHY (PHIL) 11N | 3 UNITS |

PHYSICS (PHYSICS) 43N | 1 UNIT |

Skepticism

Understanding Electromagnetic Phenomena

Graciela De Pierris, an associate professor of philosophy, is a native of Argentina. She graduated from the Universidad Nacional de La Plata, Argentina, before pursuing graduate study at UC Berkeley, where she received her M.A. and Ph.D. in philosophy. She has published articles in Analisis Filosofico, The Canadian Journal of Philosophy, Dialogos, Journal of the History of Philosophy, Manuscrito, Nous, Pacific Philosophical Quarterly, Philosophy and Phenomenological Research, Revista Latinoamericana de Filosofia, and Synthese. She is writing a book on skepticism, naturalism, a priori knowledge, and causation, as related to the philosophy of David Hume.

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raditionally, philosophers have called into question general assumptions taken for granted in everyday life, or in the course of normal scientific inquiry. Some such questions concern the limits and possibility of knowledge. Can we know whether there is an external reality independent of our minds? Do we have ultimately solid grounds to believe in the laws of nature formulated according to our best scientific methods? Do logic and mathematics constitute knowledge? Is there any knowledge that can be grounded independently of our experience (a priori knowledge)? Epistemological skepticism is the philosophical point of view that argues for negative answers to such questions. Different forms of skepticism have recurred throughout the history of philosophy, but epistemological skepticism became especially prominent in the early modern period. We will discuss skeptical questions and answers as formulated by central philosophers of the 17th and 18th centuries (RenĂŠ Descartes and David Hume) and will examine the views on skepticism of some philosophers of the 20th century, in particular Ludwig Wittgenstein.

Co-requisite: this seminar can be taken concurrently with Physics 43. It is also an excellent course for students who are using Advanced Placement credit to place out of Physics 43.

lectricity and magnetism affect our lives in many ways. At the most basic level, the electric force is responsible for binding electrons in atoms. On a more human scale, the electrical power distribution system is an essential part of our lives. Electricity and magnetism are also responsible for interesting natural phenomena, such as lightning and the northern lights. Humans are extending the strength of magnetic fields with technologies such as superconducting magnets, used in top research facilities. In this seminar, we will explore applications of electricity and magnetism to everyday phenomena and to topics in current physics research. We will tour local facilities where high-power devices are fabricated and used. This seminar can be taken concurrently with Physics 43 and will reinforce the concepts covered in Physics 43 by applying them to interesting examples and applications.

Blas Cabrera is professor of physics. He is co-spokesperson for CDMS (Cryogenic Dark Matter Search) experiment, which seeks to identify the dominant form of matter in and around our galaxy, under the hypothesis that it is made up of weakly interacting massive particles called WIMPs. The dark matter is seen through its gravitational interactions, and neither absorbs nor emits light, and must be made of different matter from the atoms with which we are most familiar. In 2011, Professor Cabrera was named the first holder of the Stanley G. Wojcicki Professorship in experimental physics; he is also the 2013 co-recipient W.K.H. Panofsky Prize in Experimental Particle Physics. Â

PHYSICS (PHYSICS) 80N | 3 UNITS |

PHYSICS (Physics) 83N | 3 UNITS |

The Technical Aspects of Photography

Physics in the 21st Century

Prerequisite: high school physics and a good background in photography.

his course will focus on how cameras record photographic images, both on film and electronically, and on aspects of the photographic process that are technical but which the photographer must understand to use cameras effectively. We will discuss camera types and their advantages, how lenses work and their limitations, camera shutters, light meters and the proper exposure of film and c-mos sensors, film types, depth of focus, control of the focal plane, perspective, as well as special strategies for macro and night photography. Students will be introduced to view- and range-finder technical cameras and encouraged to exploit the flexibility of these formats to take photographs around campus and on photo excursions. No darkroom work will be involved. Instead, any exposed film will be professionally developed, and students will then scan their images into Photoshop CS5 using the scanning equipment supplied. Students will learn how to manipulate their images in Photoshop, including adjustment of contrast, brightness, hue, and color, as well as how to correct for image shortcomings, such as keystoning (perspective), dodging, and burning. Finally, the images will be printed on special paper using Epson 3800 and 3880 eight-color printers. In addition, a technical studio camera (4-by-5-inch film format) will be available in the photo room for the technically inclined.

Savas Dimopoulos, a professor of physics, received his Ph.D. from the University of Chicago, and joined the Stanford faculty in 1979. He is the winner of the 2006 Sakurai Prize of the American Physical Society, and the winner of the 2006 Tomassoni Award in Theoretical Physics. He is a member of the American Academy of Arts and Sciences. He proposed the Supersymmetric Standard Model and the Large Dimension Framework, both soon to be tested experimentally. SPRING FRESHMAN

Douglas Osheroff grew up in Western Washington, where, by age 10, he learned photography from his father. He did his undergraduate work at Caltech, went to Cornell for graduate study in physics, and then worked for 15 years at Bell Laboratories, studying the unusual behavior of matter near absolute zero. He came to Stanford in 1987 when his wife was offered a job at Genentech. In 1996, he shared the Nobel Prize in physics for work he did as a graduate student at Cornell, and his Nobel lecture included photographs he took as a graduate student of the apparatus used in that work. Professor Osheroff often combines two of his hobbies, photography and hiking, and he seldom travels far without a camera.

his course will explore recent ideas and developments in particle physics and cosmology. This is an exciting time in these fields because, in this decade, theories addressing fundamental questions will be tested by direct observation. The Large Hadron Collider (LHC), a huge particle accelerator near Geneva, produced the first collisions in October 2009, allowing physicists to observe the smallest known particles and revolutionizing our understanding of the world residing deeply within atoms, as well as the vastness of the universe. Additionally, the Planck satellite, launched in May 2009, is a major source of information on cosmology, which we need to test theories of the early universe and the origin of cosmic structure. We will discuss some major problems in physics: what are the fundamental constituents of matter? What are symmetries, and what role do they play in nature? Can there be more than three spatial dimensions? What happened at the beginning of time in the universe? We will develop an appreciation of how the theories are tested experimentally. Our work will involve discussion, reading, and writing on topics of current research in cosmology and elementary-particle physics, including the creation and evolution of the universe, the Big Bang theory of cosmology, fundamental forces, particles of nature, grand unified theories, super symmetry, superstring theory, and new dimensions.

POLITICAL SCIENCE (POLISC) 42N | 3 UNITS |

POLITICAL SCIENCE (POLISCI) 45N | 3 UNITS |

The Rwandan Genocide

Civil War Narratives

etween April and July of 1994 more than 800, 000 Rwandans, mostly Tutsi but also moderate Hutus, were killed in the most rapid genocide the world has ever known. The percentage of Rwandans killed in a single day of the genocide was 10 times greater than the percentage of Americans killed in the entire Vietnam War. What could bring humans to plan and carry out such an orgy of violence? Could it have been prevented? Why did the United States or any other major power not intervene to stop the killing? To what extent should the United Nations be held accountable for the failure to end the genocide? What were the consequences of the genocide for the region of Central Africa? How did international actors respond to the challenges of reconstructing Rwanda after the killings? What has happened to the perpetrators of the genocide? In this seminar we will survey both scholarly and journalistic accounts of the genocide as we seek answers to these questions.

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Stephen Stedman is Freeman Spogli Senior Fellow at the Freeman Spogli Institute for International Studies, and professor of political science, by courtesy. He is an expert on mediation and implementation of peace agreements in civil wars. From 2003 to 2005 he served at the United Nations, first as research director of the UNâ&#x20AC;&#x2122;s High-level Panel on Threats, Challenges, and Change, and then as assistant secretary general and special advisor to United Nations Secretary-General Kofi Annan. His most recent book is Power and Responsibility: Building International Order in an Era of Transnational Threats. From 2010-1012 he directed the Global Commission on Elections, Democracy and Security.

he purpose of this course is to involve students in current research on the causes of civil war. Research conducted by the instructor, in collaboration with Professor James Fearon, has found patterns that help explain the onset of the roughly 127 civil wars in the world since the end of World War II, which are responsible for an estimated 16.2 million deaths. In this seminar, in which students will learn how to analyze statistical data, we will examine those patterns and then, relying on a new data set, see if those patterns hold in the period from 18151944. Students will conduct research and write historical narratives on particular wars in order to see how statistics and history can be mutually informative.

David D. Laitin is the James T. Watkins IV and Elise V. Watkins Professor of Political Science and an elected member of the National Academy of Sciences. He received his B.A. from Swarthmore and his Ph.D. from UC Berkeley. He has conducted field research on issues of language, religion, and politics in Somalia, Yorubaland (Nigeria), Catalonia (Spain), and Estonia. His latest book is Identity in Formation: The Russian-Speaking Populations in the Near Abroad. Recently, mostly in collaboration with his Stanford colleague James Fearon, he has published papers on ethnic violence, terrorism, suicide attacks, and the sources of civil wars since World War II.

PSYCHOLOGY (PSYCH) 8N | 3 UNITS |

RELIGIOUS STUDIES (RELIGST) 17N | 4 UNITS |

The New Longevity

Love, Power, and Justice: Ethics in Christian Perspective

ost research on human development focuses on the early years in life, the years when children are forming strong attachments to caretakers, acquiring language, and learning to navigate the world. Yet people continue to change in systematic ways throughout life, and gains and losses are associated with every stage of life. This seminar addresses adult development from the perspective of life-span theory—a conceptual framework that views development as a series of adaptations to physical, societal, and individual resources and constraints. You will learn about the profound demographic and medical changes that will surely shape their own futures, as well as the ways that individuals typically change socially, emotionally, and cognitively as they move through adulthood. Some of these changes are biologically based; others are rooted in motivation. Still others reflect a complex interaction between biological and psychological processes. The course will help you understand the conceptual foundations of the life-span approach, and introduce the historical context for how to interpret the aging of young people today.

rom its inception, the Christian faith has, like all religions, implied an ethos as well as a worldview, a morality and way of life as well as a system of beliefs, an ethics as well as metaphysics. And Christian thinkers have offered reasoned accounts of the values, principles, and virtues that ought to animate the adherents of what eventually became the world’s largest religion. Under the influence of the Enlightenment moral philosophy, Christian ethics became a distinct sub-discipline of the theological sciences responsible for thinking critically and constructively about morality from a Christian perspective. It has in turn been argued that much that passes for “secular” ethics (e.g., its universalism, egalitarianism, humanitarianism, and philanthropy) is indebted to values, principles, and attitudes first widely disseminated by the Christianity. This course will explore themes, arguments, and positions in Christian ethics, treating it as a framework on par with the religious ethics of other major faiths. This seminar requires no prior faith commitment, and is therefore on all fours with an introduction to Buddhist ethics, Jewish philosophy, or, for that matter, philosophical ethics. All that is required is a curiosity about the subject matter, some imagination, and a willingness to try to interpret, reconstruct, criticize, and think intelligently about the coherence and persuasiveness of arguments offered by a diverse handful of the tradition’s best thinkers and critics, past and present.

FRESHMAN

Brent Sockness’ teaching covers figures, movements, and topics in the history of European and North American religious thought since the 17th century and explores how the Christian religion has undergone modernization via its engagement with the natural sciences, modern philosophy, critical history, and liberal democratic institutions. His research focuses on post-Kantian theology and ethics. He is the author of Against False Apologetics: Wilhelm Herrmann and Ernst Troeltsch in Conflict (Mohr Siebeck) and co-editor of Schleiermacher, the Study of Religion, and the Future of Theology (De Gruyter). He serves on the Advisory Board of Stanford’s McCoy Family Center for Ethics in Society.

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Laura Carstensen is a professor of psychology and founding director of the Stanford Center on Longevity. She is best known for socioemotional selectivity theory, a lifespan theory of motivation. With her students and colleagues, she has published more than 100 articles and chapters on lifespan development. She is the author of A Long Bright Future: Happiness, Health, and Financial Security in an Age of Increased Longevity. Her most current research focuses on ways in which motivational changes influence cognitive processing. Her honors include Stanford University’s Deans Award for Distinguished Teaching and the Richard Kalish Award for Innovative Research. In 2006 she received the Distinguished Career Award from the Gerontological Society of America (Behavioral and Social Sciences section). She received her B.S. from the University of Rochester and her Ph.D. in clinical psychology from West Virginia University.

SOCIOLOGY (SOC) 46N | 3 UNITS |

THEATER AND PERFORMANCE STUDIES (TAPS) 13N | 4 UNITS |

Race and Ethnic Identities

Law and Drama

ow are new identities created and legitimized? What does it mean to try on a different identity? National groups and ethnic groups are so large that one individual can know only an infinitesimal fraction of other group members. What explains the seeming coherence of groups? If identities are a product of the imagination, why are people willing to fight and die for them? This seminar will require careful reading, consistent class participation, a few short papers, and one class presentation (based on that week’s reading assignment), but no exams. The class syllabus, reading list, and supplementary materials can be found at www.stanford.edu/~mrosenfe.

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Michael J. Rosenfeld, an associate professor of sociology, received his Ph.D. from the University of Chicago, and then joined Stanford’s faculty in 2000. He studies race, ethnicity, immigration, assimilation, and intermarriage, and on these topics recently published The Age of Independence: Interracial Unions, SameSex Unions, and the Changing American Family. In 20072008 he won the Dean’s Award for Distinguished Teaching. He currently is studying the development of children raised by same-sex couples and the ways in which people meet their future mates. In a former life, he was a freelance writer and political organizer. If he looks tired, it is because he has two small children at home whose energy is boundless.

100

eyond the obvious traits of suspense and entertainment that make a good courtroom drama, theater and law have a lot more in common. Just as drama not only entertains, but also examines social mechanisms and conventions, law is concerned not only with dispensing justice, but also with shaping and maintaining a viable social community. In this class, our special focus will be on the instances of exchange between these two ancient civil institutions: What aspects of legal procedure does theater dramatize, and at what points can and does a court resemble a theater? First, we will read and discuss plays in which court proceedings are at the center of the action, from Aeschylus’ Oresteia, to trials in Elizabethan tragedy, to the socially engaged plays of Bertolt Brecht, to the new genre that emerged in the second half of the 20th century: the documentary court drama that deals mostly with massive human rights violations. Second, we will look at the most momentous courtroom performances from the recent past, from the Nuremberg Trials to O..J. Simpson. The International War Crimes Tribunal at The Hague provides a unique site for our final engagement with issues related to justice and performance.

Branislav Jakovljevic is an assistant professor in the Drama Department. He specializes in modernist theater and the avant-garde, and in his current research, he focuses on the relation between law and performance. His articles have been published in the United States and abroad (Serbia, Croatia, Spain, England, Sweden, Poland). His book, Daniil Kharms: Writing and the Event, was published by Northwestern University Press (2009). He was awarded the Hellman Faculty Scholar Fund at Stanford (2009) and the Association for Theater in Higher Education Award for Outstanding Essay for 2008-2009.

ANESTHESIA (ANES) 70Q | 3 UNITS |

ANESTHESIA (ANES) 76Q | 2 UNITS |

The Psychosocial and Economic Ramifications of Critical Illness

Drugs of Abuse

his seminar examines the impact of critical illness on patients and their family members, and the psychological and socioeconomic influences that affect the subsequent course of hospitalization. The weekly sessions and readings will challenge students’ preconceived notions about the disease course of critically ill patients, and, it is hoped, reveal the difficulties involved in the decisionmaking process for both the health care professionals and the patients’ families and loved ones as various medical challenges arise. Some of the topics we will cover are conventional views of death and dying; the epidemiology of critical illness; trends of inpatient care in the United States; cardiopulmonary resuscitation; health economics, such as the cost of an intensive care unit (ICU); grief and coping skills; euthanasia/withdrawal of care; palliative and hospice care; advanced directives and legal aspects of medical catastrophe; family meetings, including psychosocial dynamics; emotional ramifications of medical decisions; and rounds in the ICU.

Ludwig Lin earned his B.S. in biological sciences at Stanford, with distinction, in 1990, and his M.D. from UC San Francisco Medical School in 1994. He completed a residency in anesthesiology as well as a fellowship in critical care medicine at UCSF, and served on the faculty of the UCSF School of Medicine from 1998 to 2005. He joined the Stanford Medical School faculty in 2007. His prior interests included cell biology and immunology, and sepsis and its acid-base disturbances. His current interests include studying the communication between medical trainees and the families of ill patients, effects of regional anesthesia on the outcome of critically ill patients, medical education, and mentoring.

n this seminar, we will explore issues of drug abuse from multiple perspectives. We will discuss major pharmaceutical compounds such as ecstasy, LSD, and cocaine, as well as medicinal drug classes with abuse potential (examples being opioids, benzodiazepines, and amphetamines). We will also cover lesser-known psychotropics (phenethylamines and tryptamines), and naturally occurring compounds with controversial/shifting legal statuses, such as marijuana and salvia divinorum. The goal of this class will be to teach you to adopt a variety of perspectives when trying to understand a complex issue. You will be encouraged to become an “expert” in one of the perspectives of abused drugs: medical, legal, artistic, experiential/psychological, economical, chemical, psychopharmacological, historical, sociological/cultural, and harm reduction. Each seminar meeting will involve focusing deeply on one particular drug and reviewing it from all the available perspectives. At the end of the course, you will be able to competently discuss issues of drug abuse, including topics such as the major classes of psychoactive substances, why they are abused, how they affect health, how their legal status is determined, and how they impact human behaviors, cognitions, and emotions. There are no prerequisites for the seminar, but you should be prepared to talk to the class from your chosen perspective. Individuals with an interest in psychology, pharmacology, addiction, consciousness, psychiatry, and psychopharmacology are encouraged to apply. More information at: younger.stanford.edu/drugsofabuse.

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Jarred Younger is an assistant professor of pain management. He studied psychology as an undergraduate, and then obtained a doctorate in experimental health psychology from the University of Tennessee. Afterward, he completed postdoctoral fellowships at Arizona State University and Stanford Medical School before joining the faculty at Stanford. His work involves using neuroimaging and pharmaceutical techniques to identify novel treatments for adult and pediatric chronic pain. He is also interested in how drugs of abuse change the human brain to cause addiction.

SOPHOMORE 101

BIOENGINEERING (BIOE) 70Q | 3 UNITS |

BIOLOGY (BIO) 22Q | 3 UNITS |

Medical Device Innovation

Infection, Immunity, and Global Health

Prerequisite: students should have a good biology background. BIO 41 or 42 or HUMBIO 2A and 3A are recommended.

his course highlights the design and development process for medical devices, and addresses the key questions relevant to aspiring medtech innovators. How do the most prolific medtech inventors identify clinical problems, and solve them? How is medtech innovation changing standards of treatment in each major clinical area, and what problems remain unsolved? How do government regulation, intellectual property, reimbursement from insurers, and other factors affect commercial success? What do medtech venture capitalists look for in a startup? Guest lecturers will include prominent inventors, physicians, entrepreneurs, and investors, and the class will take field trips to local design firms and medical device companies. Hands-on design projects will challenge students to invent their own device-based answers to current clinical needs. No previous engineering training is required.

Ryan Pierce is a lecturer in bioengineering, and director of Design and Innovation at Ventus Medical, where he leads the design of new treatments for sleep-disordered breathing. He has served as VP of business development at Loma Vista Medical (interventional devices for heart valve disease), a medtech investor at De Novo Ventures, and a neurovascular product designer at Concentric Medical and The Foundry. He holds mechanical engineering degrees from MIT and Stanford, and an MBA from Harvard Business School.

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SOPHOMORE

Joseph Mandato is a lecturer in bioengineering and a general partner and managing director of De Novo Ventures, a local venture firm investing in the life sciences. Before working at De Novo, he was an entrepreneur and served in a variety of executive positions in the medical device industry. He has also cofounded or been involved in the development of several well-known companies, including Align Technologies and Guidant Corporation.

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espite tremendous advances in understanding the causes of infectious diseases and in medical approaches for preventing and treating them, humans continue to be threatened by very old diseases, such as tuberculosis and malaria, and new diseases arise, such as AIDS and Ebola. Why do infectious diseases continue to challenge us? This course will explore their causes and prevention, focusing on the interplay between pathogens, the immune system, the environment, and societal factors that affect disease emergence, spread, and outcomes. We will review the fundamental elements of microbiology (the major classes of pathogens: bacteria, viruses, fungi, and parasites), immunology (host defense mechanisms that protect us from infection), and epidemiology (disease origins, spread, and control). We will also discuss the limitations of modern medical approaches, such as antibiotics and vaccines, to prevent or control diseases. Through readings and discussion of specific diseases (e.g., smallpox, tuberculosis, cholera, malaria, AIDS) we will consider the biological, geographical, social, political, and economic factors that control disease pathogenesis, spread, and prevention. We will also cover case studies of other recently emergent diseases (e.g., antibiotic-resistant bacterial infections, Ebola and other hemorrhagic viruses, Lyme disease, pandemic influenza) and the implications of these â&#x20AC;&#x153;modern plaguesâ&#x20AC;? for the future of human health. The seminar will include faculty presentations, student projects and presentations, and discussion. Patricia Jones majored in biology at Oberlin and received her Ph.D. from Johns Hopkins in biology, with an emphasis on immunology. Her research is on the regulation of immunity, with a recent focus on mechanisms controlling innate immune responses. She has chaired the Biology Department, the Ph.D. program in immunology, and the Faculty Senate, and also served as associate dean of research and vice provost for faculty development and diversity. Professor Jones is the director of Stanford Immunology, and she teaches immunology in the bio core as well as an upper-level course in molecular and cellular immunology. She is a long-time advisor of pre-majors and biology and human biology majors.

CHEMICAL ENGINEERING (CHEMENG) 80Q | 3 UNITS |

Civil AND Environmental Engineering (CEE) 31Q | 4 UNITS |

Art, Chemistry, and Madness: The Science of Art Materials

Accessing Architecture Through Drawing

Prerequisite: CHEM 31 or 33 or equivalent.

his class focuses on the materials science of painting, calligraphy, and ceramics. It covers the chemistry of natural and synthetic pigments in a series of historical palettes: the earth palette of Paleolithic times, the Egyptian palette, the Greco-Roman palette, the medieval European palette, the Renaissance palette, and the Synthetic palette. Paintings are analyzed as mechanical structures, from the support and ground through the action of the binder to the final varnish coating. Scanning electron microscopy images are used to emphasize the composite nature of paints and paper. Analytical techniques used in art conservation and restoration, as well as the methods to determine the provenance of a piece of art, are discussed. Woven throughout the class are discussions on the inherent health hazards of many classes of pigments and solvents used by artists. The class includes two weekly 50-minute presentations and a 3-hour lab/studio period devoted to demonstrations, hands-on activity, and observation of objects from the Cantor Museum collection. Topics include stretching a cotton canvas; application of gesso ground; grinding of pigments; preparation of egg tempera, oil, and acrylic paints; preparation of bamboo and quill pens; gilding and illumination; and papermaking. Field trips will be organized to Green Library to examine medieval manuscripts, and to the conservation/restoration laboratory at Cantor Arts Center to examine painting supports and effects of natural aging.

John Barton is the director of Stanford’s Architectural Design Program. He is an award-winning local architect who earned his B.A. and M.A. in architecture from UC Berkeley. His practice has spanned nearly 30 years, and he has received numerous design awards, including a recent AIACC Honor Award in Urban Design for collaborative work on high-speed rail options in Palo Alto. He also combines teaching and professional practice with significant community service, including one term on the Palo Alto City Council and two terms on the Palo Alto Unified School District Board of Education.

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Curtis Frank has been a faculty member in chemical engineering since 1976. He is the co-founder of the Stanford Center on Polymer Interfaces and Macromolecular Assemblies. His research interests focus on the chemistry and physics of soft materials, including polymers, hydrogels, nanocomposities, phospholipids, and proteins. Current applications include the development of an artificial cornea, bioanalytical devices for liver tissue engineering, proton exchange membranes for fuel cells, and the green chemistry of biodegradable plastics. Frank is a member of the National Academy of Engineering.

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Sara Loesch-Frank has an M.A. in art education and has taught calligraphy and related art forms privately, as well as in public schools and California community colleges. Her work has been exhibited locally and nationally. She has won firstplace awards at the San Mateo and Santa Clara County fairs and was chosen as the Cupertino Artist of the Year in 1997.

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CLASSICS (CLASSART) 21Q | 3-5 UNITS |

Comparative Literature (COMPLIT) 11Q | 3 UNITS |

Eight Great Archaeological Sites in Europe

Shakespeare, Playing, Gender

Prerequisite: completion of PWR1.

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Note: Seminar is also offered in autumn quarter. Michael Shanks is the Omar and Althea Hoskins Professor of Classical Archaeology. His teaching and research focuses on Mediterranean archaeology, the theory and philosophy of design, and heritage and the place of the past in the present. His books include, Classical Archaeology: Experiences of the Discipline; Art and the Early Greek City State; Theatre/ Archaeology (with Mike Pearson); Experiencing the Past: On the Character of Archaeology; Re-Constructing Archaeology; and Social Theory and Archaeology (the last two with Chris Tilley).

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e will study some of the best- and lesser-known plays of Shakespeare, considering them against the background of early modern Europe and the New World. As the title suggests, the seminar will focus on theatrical and other kinds of “playing, ” including what Hamlet, within a vexed political and theatrical context, termed the “purpose of playing, ” and on ambiguities of gender and “playing gender” in particular. The seminar will include detailed study of The Taming of the Shrew, Twelfth Night, As You Like It, A Midsummer Night’s Dream, Antony and Cleopatra, Othello, and other plays.

Patricia Parker taught at the University of East Africa in Tanzania, at the University of Toronto, and at UC Berkeley before coming to Stanford in 1988. Her works include Shakespeare from the Margins; Shakespeare and the Question of Theory; Women, “Race” and Writing in the Early Modern Period; Literary Fat Ladies: Rhetoric, Gender, Property; and Inescapable Romance (on romance from Ariosto to Wallace Stevens). Currently, she is working on several new books on gender and race and editing new editions of Much Ado About Nothing, Twelfth Night, and A Midsummer Night’s Dream. She has delivered the Gauss Seminars at Princeton, Shakespeare’s Birthday Lecture at the Folger Shakespeare Library, and other prestigious lectures around the world; and has received Guggenheim, NEH, Mellon, and other major fellowships in the humanities. She is also the general editor of a major new international Shakespeare encyclopedia.

COMPARATIVE MEDICINE (COMPMED) 80Q | 3 UNITS |

Comparative Medicine (COMPMED) 84Q | 3 UNITS |

Introduction to Animal Behavior

Globally Emerging Zoonotic Diseases

Prerequisite: an enthusiasm for animals and animal behavior.

Stephen Felt is an assistant professor in the Department of Comparative Medicine. He is the university attending veterinarian, and also performs clinical veterinary care, biomedical research, and teaching. Before arriving at Stanford, he was stationed overseas as a U.S. Army veterinary corps officer, in which capacity he participated in a variety of zoonotic disease outbreak investigations in Asia and Africa, and served as a veterinary consultant to the World Health Organization. Professor Felt earned his D.V.M. from the University of Wisconsin and his M.P.H. from the Uniformed Services University. He is a diplomat of both the American College of Veterinary Preventive Medicine and the American College of Laboratory Animal Medicine.

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Joseph Garner is an associate professor of comparative medicine and, by courtesy, of psychiatry and behavioral sciences. He received his doctoral degree in (abnormal) animal behavior at the University of Oxford, Great Britain, conducted his postdoctoral training at UC Davis, and began his faculty career at Purdue University. His research interests include the development of refined methods in behavioral research; abnormal behaviors in animals and their relationships with abnormal behaviors in humans; mouse well-being and enrichment; and the scientific impact of well-being problems in lab animals. His favorite experiments are ones where the animals tell you what’s really going on by doing the opposite of what was predicted. He pursued a career in the field because it presents some of the hardest questions and most beautiful answers in science; and because of the great potential for animal behavior to improve both the lives of animals, and also the lives of humans. He serves on the boards of both animal well-being and human mental health advocacy organizations. None of the animal members of his own family are particularly well behaved, but he prefers them that way.

his seminar will target and present globally significant zoonotic diseases (e.g. influenza, plague, rabies, leptosirosis, etc.) in the context of animal, human, and environmental health—“One Health.” We will examine etiology, pathology, disease transmission patterns, demographic/social/economic impacts, and control strategies. Presented lectures and assigned background reading authored by leading experts in the fields of microbiology, animal and human health, and ecology will provide a platform for learning, which will be further reinforced (and challenged) via lively classroom discussions. In addition to classroom participation, students will be expected to complete a classroom presentation, essay, and comprehensive final examination.

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GENETICS (GENE) 104Q | 3 UNITS |

Law and the Biosciences Prerequisites: completion of PWR1.

hould parents be allowed to choose the genetic traits of their children? How should courts use neuroimaging to read the minds of witnesses? How will cheap and common whole genome sequencing change medicine and society? What will happen if we can make eggs and sperm from skin cells, using induced pluripotent stem cell technology? This seminar will examine legal, social, and ethical issues arising from advances in the biosciences. Much of the course will focus on human genetics, but we will also look at advances in assisted reproduction and in neuroscience. Specific topics may (or may not) include forensic use of DNA, genetic testing, genetic discrimination, eugenics, cloning, pre-implantation genetic diagnosis, neuroscientific methods of lie detection and genetic or neuroscience enhancement, and other issues that seem interesting by next spring. Students will be required to make two short oral presentations, write a research paper, and deliver an oral presentation of their paper’s conclusions.

Henry Greely, professor of law and, by courtesy, of genetics, specializes in legal and social implications of advances in the biosciences. He has written on genetics, human cloning, stem cell research, and neuroscience, as well as more general issues of the ethics of human subjects research and of human biological enhancement. He directs the Stanford Center for Law and the Biosciences and chairs the steering committee of Stanford’s Center for Biomedical Ethics. He received his B.A. in political science at Stanford and his J.D. at Yale. He served as a law clerk for Judge John Minor Wisdom on the United States Court of Appeals and for Justice Potter Stewart of the United States Supreme Court. After working during the Carter administration in the Defense and Energy Departments, he entered private practice as a litigator. He joined the Law School faculty in 1985.

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This course fulfills the second-level Writing and Rhetoric Requirement (Write-2) and emphasizes oral and multimedia presentation.

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GEOLOGICAL AND ENVIRONMENTAL SCIENCES (GES) 43Q | 3 UNITS |

Environmental Problems

his course is for students interested in understanding the components of multidisciplinary environmental problems and in identifying ethical questions often associated with decision making in the regulatory arena. Students will lead and participate in discussions on environmental issues such as groundwater contamination from point and nonpoint sources, cumulative watershed effects related to timber and mining practices, acid rain, subsurface disposal of nuclear waste, slope stability, and oil tanker spills.

Keith Loague earned a B.S. from the University of Michigan and a Ph.D. from the University of British Columbia. After faculty positions at the University of Hawai’i and UC Berkeley, he joined Stanford’s Geological and Environmental Sciences Department in 1994. Professor Loague’s research focuses on the combined field characterization and physics-based numerical simulation of surface and near-surface hydrologic processes. He conducts field-scale experiments and uses stochastic-conceptual modeling techniques to address topics such as hydrologically driven landscape evolution and the hydro-geologic fate of synthetic organic chemicals originating from nonpoint sources.

GERMAN STUDIES (GERMAN) 88Q | 3 UNITS |

German Studies (GERMAN) 120Q | 3 UNITS |

Gateways to the World: Germany in Five Words

Contemporary Politics in Germany

t is at times difficult to remember that there was a time when understanding Germany was thought to be both imperative and actually quite a difficult thing to do. During the EU’s recent travails, Germany (in its most recent role as Europe’s slightly uptight paymaster) has frequently been cast as the put-upon everyman of Europe, with the rest of the continent as its gaggle of eccentric and misbehaving relatives. But historically it was Germany that was regarded as somehow eccentric, somehow out of place on the continent, somehow irrational and requiring close scrutiny. Its culture didn’t resemble those of Western Europe, nor did its development follow the path of Eastern European nations. German thinkers, writers, crackpots, and politicians remarked on this, and wondered what their country’s unusual history might mean for their position in Europe and the world. Their answers were sometimes bizarre, sometimes troubling, and in some cases historically catastrophic. This course introduces students to a country that is far stranger than it would at first appear. It is organized around five German words (most of them barely translatable) central to German culture, concepts that have retained their power into the present moment. Readings will connect classic texts of German history, literature, philosophy, etc. to modern political questions that Germany has answered quite differently from its neighbors. For instance: Why is nuclear power seen as deeply problematic in Germany and given little thought in France? Why is Germany’s relationship to its war crimes so different from Japan’s? Why are immigration debates in Germany so different from those in other European nations?

Prerequisite: prior study of German (at least two years in high school or one year in college or consent of the instructor). Assignments will be adjusted according to student language levels.

e will conduct an examination of political debates, politicians, and parties in contemporary Germany with particular attention to the debate over the future of Europe. The seminar takes a close look at political discourse, from right to left, to understand how public discussion frames policy formation. At stake is the role Germany can play in the new Europe against the background of its economic influence and its national past.

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Adrian Daub’s research focuses on the long 19th century, in particular the intersection of literature, music, and philosophy. His first book, “Zwillingshafte Gebärden”: Zur kulturellen Wahrnehmung des vierhändigen Klavierspiels im neunzehnten Jahrhundert (2009), traces four-hand piano playing as both a cultural practice and a motif in literature, art, and philosophy. His second book, Uncivil Unions—The Metaphysics of Marriage in German Idealism and Romanticism (2012), explores German philosophical theories of marriage from Kant to Nietzsche. He is currently completing a book on German opera after Wagner entitled Tristan’s Shadow—Sexuality and the Total Work of Art.

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GRADUATE SCHOOL OF BUSINESS (GSBGEN) 112Q | 3 UNITS |

HUMAN BIOLOGY (HUMBIO) 79Q | 3 UNITS |

Leading Out Loud: An Exploration of Leadership Communication Through an LGBT Lens

Sexuality and Society

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tudents of all sexual orientations are invited to apply for this unique new seminar looking at the distinct challenge LGBT leaders have faced in communicating effectively. Through the years, many individuals have led the struggle for gay rights and inclusion through a variety of different communication strategies and tactics; some were successful while others were not. This seminar will explore some of the key leaders in the LGBT community and how they chose to communicate. Together we will search through a variety of film clips, transcripts, news reports, and other historical elements to see how the message, media, and moments work together. A number of guest speakers will also share their perspective on what it means to “Lead Out Loud.” Heterosexual identified students as well as LGBT students are encouraged to apply; in fact, we seek to have a true diversity of opinions in the room as we explore this topic. All students will benefit from this exploration of how to communicate about controversial, sensitive, and personal subjects with greater strength and purpose.

JD Schramm considers it a privilege to teach undergraduates each year in the Introductory Seminar program where through his seminars he strives to enable students to find their own voice as leaders and to communicate with greater power, authenticity, and effectiveness. In 2012 he developed and launched Leading Out Loud to blend his own journey as a gay man and LGBT mentor with his passion for teaching communication. In its inaugural run straight students in particular noted their appreciation of this unique seminar offering. He brings to the classroom over 25 years of professional experience, and over a decade of working with undergraduates. His courses blend the theoretical and practical aspects of effective communication. An avid TEDster he enjoys presenting (and coaching others) for TED and TEDx events. Professor Schramm joined the GSB faculty in 2007 to create and launch communication courses as part of a new GSB curriculum. He is the founding director of the Mastery in Communication Initiative at the GSB. He graduated with his MBA from the Stern School of Business at New York University (2002) and was immediately appointed to the faculty. In 2012 he completed his doctorate of education at the University of Pennsylvania while working full-time at Stanford.

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his seminar will explore how sexual identity, attitudes, and behaviors are shaped by the messages sent by the various agents of society such as schools, family, peers, media, and religious, medical, and political institutions. We will discuss the interaction of biology, psychology, and socio-cultural factors, such as gender roles and sexual/ relationship scripts, as well as the intersection of sexuality and notions of love, romance, and commitment. We will examine critical developmental periods, such as adolescence and emerging adulthood, in depth. You will explore your own values and feelings about sexuality and come to an understanding of how these beliefs were formed. We will discuss how information about sexuality is disseminated in our society and what we can do to help ensure that such information is used in a way that promotes healthy selfconceptions, behavior, and relationships.

Lisa Medoff holds a master’s degree in counseling from the University of Pennsylvania and a Ph.D. in adolescent development from Stanford University. She teaches courses on adolescent development, adolescent sexuality, and adolescent mental health in the Program on Human Biology at Stanford, and Adolescent Development and Learning in the Stanford Teacher Education Program. Medoff is the director of Research and Partnerships with the nonprofit Cleo Eulau Center, an agency dedicated to supporting educators and other adults who work with youth through professional development trainings on mental health in schools, as well as individual consultation support. Her books include the Stressed Out Students’ Guide series and Resilience in the Classroom: Helping Students with Special Needs.

HUMAN BIOLOGY (HUMBIO) 87Q | 5 UNITS | CROSSLISTED: MEDICINE (MED) 87Q

MANAGEMENT SCIENCE AND ENGINEERING (MS&E) 93Q | 3 UNITS |

Women and Aging

Nuclear Weapons, Energy, Proliferation, and Terrorism

his seminar introduces students to a broad range of topics affecting women as they age. Topics include biology and diseases of aging, demographics and politics of aging, relationships and sexuality, wise women and grandmothers, lifestyles, and exercise. Course materials come from sources reflecting class, culture, ethnic, and lifestyle diversity among aging women, including memoirs, poetry, scientific articles, public policy, art, and film. The course requirements include short papers and a class presentation. Students also participate in a service-learning experience with an older woman and present a final project jointly to the class.

hat are nuclear weapons, and what do they do? Why are they different from other weapons? What drives the proliferation of nuclear weapons? Why do countries want nuclear weapons? What are the prospects for eliminating them? What about Iran and North Korea? What are the risks of nuclear terrorism? What is a “dirty” bomb? What is radio-activity? What role does nuclear energy play? Will it help combat global climate change, and how will it affect nuclear proliferation? These and related questions will be discussed by the instructor, the students, and other presenters. Discussions will examine realistic options in the tradeoff between the benefits and risks of nuclear technology. A course in international relations, engineering, or the physical sciences would be helpful, but is not required.

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Siegfried Hecker is a senior fellow of the Freeman Spogli Institute for International Studies, and professor (research) in the Department of Management Science and Engineering. He is also director emeritus at the Los Alamos National Laboratory, where he served as director from 19861997, and senior fellow until July 2005. He received his B.S., M.S., and Ph.D. degrees in metallurgy from Case Western Reserve University. His current professional interests include plutonium research, cooperative nuclear threat reduction with the Russian nuclear complex, and global nonproliferation and counter terrorism. He is a foreign member of the Russian Academy of Sciences. He is also a member of the Council on Foreign Relations, fellow of the American Physical Society, the American Academy of Arts and Sciences, the American Association for the Advancement of Science, The Metallurgical Society, ASM International, and an Honorary Member of the American Ceramics Society. Among other awards, he received the Presidential Enrico Fermi Award, the Leo Szilard Prize, the Los Alamos National Laboratory Medal, the Department of Energy’s E.O. Lawrence Award, the American Nuclear Society Seaborg Award, and the Eugene L. Grant Award for Excellence in Teaching.

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Carol Winograd, associate professor of medicine, emerita, has researched and taught in geriatrics since the 1970s. Her research and publication topics include frail, hospitalized elders, impaired mobility, targeting criteria for geriatric interventions, and predictors of functional decline. As the clinical director of the Geriatric Research Education and Clinical Center for over 10 years, she was instrumental in establishing an academic geriatric program with strong clinical teaching and research components at Stanford. She received the Human Biology Award for the Best Academic Advisor in 2009. Professor Winograd is a fellow of both the American College of Physicians and the American Geriatrics Society (AGS). She has written numerous articles and served as a reviewer for leading journals in her field. She has a lifelong interest in activism in social justice and gender issues and is a member of the Women Donors Network. She cofounded the Jewish Chaplaincy at Stanford; currently, she serves on the national boards of J Street, Abraham’s Vision, and the Live Oak Institute, and the regional board of the New Israel Fund. She and her husband, Terry Winograd, have been married 43 years, have two delightful grown daughters, and two even more delightful grandsons. After becoming an emerita, Professor Winograd began painting and has shown her works in art for healing exhibits.

Prerequisite: recommended but not required, a course in economics, engineering, or the physical sciences would be helpful.

MATERIALs SCIENCE AND ENGINEERING (MATSCI) 159QÂ | 3 UNITS | CROSSLISTED: ENGINEERING (ENGR) 159Q

Japanese Companies and Japanese Society

Robert Sinclair was born in Liverpool, United Kingdom, and educated at Cambridge University. He came to the United States as a postdoctoral scientist in 1973 at UC Berkeley and joined the Stanford faculty in 1977. His research focuses on electron microscopy of processes relevant to microelectronics and computer hard disk technologies. Professor Sinclair has worked at Matsushita Corporation and has done collaborative research with Kobe Steel Co. and Hitachi. In 1997, he was the Stanford Center for Technology and Innovation professor at Stanfordâ&#x20AC;&#x2122;s Kyoto campus, where he led a group of students studying the role of research in Japanese companies. He has also served as director of the Bing Overseas Studies Program (BOSP).

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apanese technology has been regarded as leading the world in many areas (e.g., microelectronics, consumer electronics, and steel). On the other hand, many innovations originate in the West, particularly in the United States (e.g., microprocessors and computers). This course explores the role of typical Japanese companies and examines the importance of innovation versus product development. We will study the structure of a Japanese company from the perspective of Japanese society. This will lead us to examine the underlying philosophy of the research environment, the expectations placed on individual researchers to achieve company goals, and possible changes in the lifetime employment system. Recently, the great American research laboratories (e.g., Bell Labs and IBM Research) have been dismantled in favor of more practical development. Some Japanese companies, by contrast, have invested in research institutions while maintaining their product development laboratories. As the Japanese economy experiences continued recession, the balance of these philosophies is being reconsidered. Local representatives of Japanese companies, such as Sony and NEC, will be invited to class to help us learn about the attitudes of Japanese researchers and the relationship between Japanese companies and Japanese society.

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MATHEMATICS (MATH) 80Q | 3 UNITS |

Capillary Surfaces: Explored and Unexplored Territory Prerequisites: multivariable calculus, and strong personal motivation. Some background in classical differential geometry and calculus of variations would be helpful, although not essential.

apillary surfaces are the interfaces separating two fluids that are adjacent to each other and do not mix. Examples are: the surface of water rising in a thin tube dipped into a reservoir (and also the surface of the reservoir), the surface of a drop of liquid resting on a plate (or hanging from a ceiling), the surface formed by liquid fuel in a spaceship, and the outer surface of a raindrop. Such surfaces can give rise to exotic and very striking phenomena. Underlying equations to describe capillary surfaces generically were formulated two centuries ago and put into beautiful geometric form a century later; however, the structure of the equations was initially beyond the scope of prevailing theory, and until recently very little was known. New methods and insights led to unexpected predictions that initially put the theory into question but were later verified both numerically and experimentally via computer, laboratory, and also NASA space experiments. Stanford undergraduates made some of those predictions. This course will describe a few of the achievements (as well as some appealing ideas that had to be abandoned), and address new work currently in progress. The course is designed for students who are strongly oriented toward an active scientific career. Some of the material is on the frontiers of current knowledge, and will offer challenges for clear understanding, and also toward new insights and discoveries.

Robert Finn has been at Stanford many years, though much of his time has been spent visiting at other universities and institutes in North America, Europe, and Asia. He has been a Guggenheim Fellow twice, a National Academy Exchange Lecturer, and a Fulbright Scholar. He has authored about 150 original research papers, edited a number of conference proceedings, and authored a book on the mathematics of surface tension. He is an editor for six professional journals and an invited lecturer at many international gatherings. Some of his work with undergraduates became the basis for experiments on NASA space shuttles, and further experiments are in the planning stages. He is available for motivated students who wish to try their skill and imagination on new and unsolved problems.

MECHANICAL ENGINEERING (ME) 23Q | 3 UNITS |

MECHANICAL ENGINEERING (ME) 103Q | 3 UNITS |

The Worldly Engineer

Product Realization: Making Is Thinking

ndergraduate engineering curricula can seem to students to be indistinguishable from science curricula, as the need to cover an ever-broadening spectrum of important technical subjects leaves little time to venture into other, practical areas of engineering practice. For students, this can convey a frustratingly narrow view of engineering that fails to appeal to the range of personalities, interests, and skills that define a productive engineering workforce. Ultimately, engineering differs from the sciences in that it cannot be viewed in the abstract, but must always be placed in context; for example, its products must answer to consumers, are subject to regulations, and affect their surroundings. Successful engineers must be broad-minded, thoughtful, and empathetic in order to be sufficiently sensitive to these issues in their work. Our aim is to cultivate an appreciation of the non-technical aspects of engineering, and to encourage you to think deeply about the contextual issues that attend to engineering pursuits. We will look into the historical context of engineering by discussing its emergence as a profession and the importance of formalized engineering education. We will explore engineering’s contemporary context through the impact of cultural influences in design and consumer preferences; the part played by public technology policy; and the role of finite material and energy resources, and environmental impact in defining engineering projects. As many of these issues can only be addressed subjectively, we expect that students will view them through the lenses of your own experience and personal values, and we will challenge you to adopt a broader view. In the end, the seminar will encourage you to explore your motivations in opting to study engineering, and to adopt a responsible and worldly view of engineering and its practice.

David Beach, professor of mechanical engineering and director of the Product Realization Lab, is the recipient of the Gores Award for Excellence in Teaching and the Dean’s Award for Industry Education Innovation. Professor Beach serves on the boards of a number of U.S. manufacturing companies, and his work is in the permanent collection of several museums. Marlo Dreissigacker Kohn is Product Realization Lab associate director and manager of the lab’s proof-of-concept facility. Her industry experience includes R&D engineering and her areas of focus include medical device design, soft goods products, flexible part design, and early product design development. Jonathan Antonio Edelman, consulting associate professor, mechanical engineering, is the creative director of Pantograph Design Associates. He has served as a visual consultant for film, television, and interactive media and has been a member of the leadership team at the Product Realization Lab since 2006.

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Lester K. Su is a consulting associate professor in mechanical engineering, where he engages in experimental and computational studies of fluid mechanics, turbulence, and combustion. He was a research fellow at Stanford and a then a faculty member at Johns Hopkins where he was the recipient of multiple teaching awards and a Career award from the National Science Foundation. He returned to Stanford in 2011.

roduct Realization encompasses those processes required to transform a concept into the creation of a functional, useful, and beautiful product. In this project-based seminar, you will develop product realization confidence and intuition using the rich array of tools available in the Product Realization Lab as well as industry-standard design engineering software programs and course readings in design/realization philosophy. You will also develop a portfolio of products including soft goods, composite utensils, wearable electronics, mechatronics devices, and a final project of their own choosing. Interactions with the Stanford design engineering community as well as field trips to iconic Bay Area design engineering firms round out our seminar experience.

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MEDICINE (MED) 70Q | 2 UNITS |

MEDICINE (MED) 108Q | 3 UNITS |

Cancer and the Immune System

Human Rights and Health

Prerequisite: high school biology preferred but not required.

he idea that the immune system is capable of recognizing malignant cells is conceptually important and possibly therapeutically useful. This seminar will explore the biological basis of immune function focusing on the various effector arms of the immune system and how these mechanisms might be used to investigate the biological basis and potential therapy of cancer. We will rely on in-class discussions and reading of the primary literature. The course will be organized around presentations by the instructor and student presentations. Evaluation will be based on the presentation, a written paper, and participation in discussion. The objective of the seminar will be to increase our understanding of how the immune system functions, as well as to obtain insights into the biology of cancer. It is also hoped that students will gain skill in exploring a topic of interest in depth, and confidence in their abilities to participate in discussion and to present a topic to the group.

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Robert Negrin is a professor of medicine. His primary clinical interest is in bone marrow transplantation, and his research interest is in cellular immunology. He directs both a clinical laboratory that processes all the bone marrow and peripheral blood samples used therapeutically, and a research laboratory studying immune function in transplantation. He graduated from UC Berkeley, attended graduate school at the University of Wisconsin at Madison, and graduated from Harvard Medical School. He has been on the Stanford faculty since 1990.

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his course is an introduction to issues in human rights and health. We will begin by focusing on the history of human rights law, and then have lectures and discussions on topics such as the health status of refugees and internally displaced persons; child labor; trafficking in women and children; torture; poverty, the environment, and health; access to clean water; domestic violence and sexual assault; and international availability of drugs. International conventions on human rights will be reviewed as background for social and political changes that could improve the health of groups and individuals. Students may have opportunities to observe at sites where human rights and health are daily issues. These opportunities may include observing a medical evaluation of a political asylum seeker who was tortured, attending immigration court to observe an asylum case, or attending family court to observe a domestic violence case. These experiences will require student initiative in scheduling and travel.

Ami Laws is an associate professor of medicine who has worked in the area of interpersonal violence and health for almost 10 years, including three years as medical director at Survivors International (SI) in San Francisco, a resource and treatment center for victims of torture. At SI, Professor Laws conducted forensic medical evaluations for persons applying for political asylum on the basis of torture. She works with immigration attorneys on torture cases and frequently testifies in court as an expert witness. Professor Lawsâ&#x20AC;&#x2122; 1997 survey of over 200 Sikh men and women in Punjab, India, who reported torture or other human rights violations by police during periods of unrest, was published in the journal Health and Human Rights. She conducts scholarly and clinical work on the medical problems of women who were sexually assaulted in childhood, and serves on the Santa Clara County Domestic Violence Council Professional Subcommittee. Professor Laws frequently lectures to health care professionals on domestic violence.

MUSIC (MUSIC) 11Q | 2 UNITS |

oBSTETRICS AND GYNECOLOGY (OBGYN) 81Q | 3 UNITS |

Art in the Metropolis

Perspectives on the Abortion Experience in Western Fiction

Prerequisite: you must apply September 14, 2013, through November 26, 2013, to be considered for enrollment in spring quarter. If accepted, reserve 2 units of space on your spring quarter study list.

his seminar is offered in conjunction with the annual “Arts Immersion” trip to New York that takes place over spring break and is organized by the Stanford Arts Institute. Participation in the trip is a requirement for taking part in the seminar (and vice versa). The trip is designed to provide a group of students with the opportunity to immerse themselves in the cultural life of New York City guided by the Arts Institute’s faculty director and programming director. Students will experience a broad range and variety of art forms (visual arts, theater, opera, dance, etc.) and will meet with prominent arts administrators and practitioners, some of whom are Stanford alumni. In the seminar, we will reflect on the plethora of experiences the trip affords and develop individual projects related to particular works of art, exhibitions, and performances encountered during the stay in New York. The urban setting in which the various forms of art are created, presented, and received will form a special point of focus. A principal aim of the seminar will be to develop aesthetic sensibilities through writing critically about the art that interests and engages us. After developing their projects with the seminar leader and instructors from other art departments, students will have a chance to present their work in the symposium with which the course will conclude. The Arts Immersion trip is subsidized by an Arts Institute endowment, but students are responsible for a portion of travel costs. Financial aid is available. For more details, see artsinstitute.stanford.edu/programs/arts-immersion/.

Paul D. Blumenthal, M.D., M.P.H., is a professor of obstetrics and gynecology at Stanford University School of Medicine. He directs the Gynecology Service and the Division of Family Planning Services and Research at Stanford. He also directs SPIRES, the Stanford Program for International Reproductive Education and Services, an initiative providing technical assistance and training to family planning programs in a wide variety of countries across Africa, Asia, and Central America. For over 25 years, Dr. Blumenthal has been an advisor to multiple international agencies such as Gynuity Health Projects, Family Health International, Jhpiego Corporation, and the World Health Organization and served as the Special Advisor to Minister of Health and Family Planning of the Republic of Madagascar. He currently serves as the Global Medical Director for Population Services International, and has served as medical director for both Planned Parenthood of Chicago and Maryland in the past. Among other things, Dr. Blumenthal is currently involved in studies of community-based distribution of injectable contraceptives, postpartum IUD insertion, and “single visit” approaches to the prevention of cervical cancer and simplification of medical abortion regimens.

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SOPHOMORE

Sarah Curran is programming director of the Stanford Arts Institute. Prior to coming to Stanford in 2008, she worked for the Tribeca Film Festival, where she oversaw the Tribeca Cinemas Gallery and produced the Tribeca Cinema Series. She earned a master’s degree in performance studies from NYU’s Tisch School of the Arts and a bachelor’s degree from Princeton University. She lives in San Francisco.

bortion remains one of the most controversial and polarizing challenges of our time. Yet it has been a clinical, social, political, and cultural fact in a broad swath of societies for centuries. As is common for such lightningrod issues, the topic of abortion has featured prominently in a number of novels and films. Each treatment provides a unique perspective on at least one aspect of abortion, whether it be clinical or social, political or cultural. Examination of how abortion is portrayed in novels and films provides the student of history, anthropology, and biology with unique insights into not only the author’s or director’s perspectives, but also serves as a window into societal attitudes and mores. As Marshall McLuhan said, “the medium is the message, ” and this course will explore the role of the media in delivering abortion-related messages as well as the broader questions of how abortion and related issues are fundamentally integrated into the social fabric of U.S. and global societies. Course texts will be novels, stories, and films. You will be asked to write essays in response to specific perspectives raised by the readings/viewing for that week and a final paper on a topic of your choice related to one of the texts.

SPRING

Stephen Hinton is Avalon Foundation Professor in the Humanities and professor of music and, by courtesy, German. He also serves as the Denning Family Director of the Stanford Arts Institute. His book, Weill’s Musical Theater: Stages of Reform, the first musicological study of Kurt Weill’s complete stage works, was published in 2012.

ORTHOPEDIC SURGERY (ORTHO) 97Q | 3 units | CROSSLISTED: HUMAN BIOLOGY (HUMBIO) 97Q HUMAN BIOLOGY (HUMBIO) 97Q

Sport, Exercise, and Health: Exploring Sport and Exercise Medicine Prerequisite: completion of PWR1.

port and exercise medicine is a body of knowledge at the interface between function and performance, health and competition. For this reason, the clinical practice of sports medicine is a high stakes endeavor that aims to balance health and ethical concerns with the demands inherent in sport. For many, sports medicine is understood to be a specialized service provided to elite athletes. While sports medicine had its origins in providing care to elite and professional athletes, medical advances developed in treating these athletes can also exert a profound effect on the nature and quality of care provided to the broader, noncompetitive community. The most powerful contribution from sports medicine has yet to be made: the public-health mandate to harvest the knowledge and resources associated with the medical care of elite athletes on behalf of a much broader population. Topics covered in this seminar include: musculoskeletal injuries, medical conditions associated with sport and exercise, exercise and health, ethics, coaching, women’s issues, and human performance. The material presented will involve actual cases, lectures, debates, presentations, and discussion. An emphasis is placed on critical thinking. This course fulfills the second-level Writing and Rhetoric Requirement (Write-2) and will emphasize oral and multimedia presentation.

Gordon Matheson grew up in Canada and received his M.D. from the University of Calgary and Ph.D. from the University of British Columbia. At Stanford since 1994, he is professor of orthopedics and director of the Sports Medicine Program. Dr. Matheson is former chief of the Division of Sports Medicine in the medical school and has been a team physician at the Olympic Games and in the National Hockey League.

SPRING

SOPHOMORE

Note: Seminar is also offered in autumn and winter quarters.

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RELIGIOUS STUDIES (RELIGST) 13Q | 3 UNITS |

Mystical Journeys: Beyond Knowing and Reason Prerequisite: completion of PWR1. NOTE: This seminar will be offered in Winter not Spring Quarter.

he course will take up the question of what makes a mystic a mystic. Why do we call someone a mystic? Is there such a thing as mystical experience? Do experiences make a mystic? Do beliefs? Practices? Many religious traditions have records of visionaries whose lives and writings open windows on the more hidden and aspirational aspects of belief and practice. These writings take many forms: poems, letters, teachings, and accounts of visions, which we will cover in the quarter. Our readings will cover a cross-section of texts taken from Christian, Jewish, Muslim, Buddhist, and Native American sources. The main requirement for the course will be a 10-page research paper, discussed in draft form during the last week of classes and due in final form in finals week. There will be a series of assignments and consultations leading up to this draft in preparation for the writing. Students will also pair up to do joint 10- to 15-minute reports to the class on assigned topics. Activities will include a visit to the rare books collection in the library and the viewing of films such as Vision, Joan of Arc, and Brother Sun, Sister Moon. This course fulfills the second-level Writing and Rhetoric Requirement (Write-2) and emphasizes oral and multimedia presentation. Hester Gelber received her undergraduate degree from Cornell and her Ph.D. from Wisconsin. She is a professor in the Religious Studies Department, where she has taught since 1982. She specializes in courses dealing with the religious culture of Europe in the Middle Ages. Her courses include “Francis of Assisi”; “Sex, Body, and Gender in Medieval Religion”; and “Philosophy of Religion”. She has been a resident fellow in Twain and Castaño, and taught at the Stanford overseas center in Oxford. She has two sons (a musician and an architect) and a granddaughter who loves gymnastics. She lives in Palo Alto.

SURGERY (SURG) 60Q | 3 UNITS |

SURGERY (SURG) 68Q | 3 UNITS |

Virtual to Real: Fundamentals of Human Anatomy

Current Concepts in Transplantation

dvances in imaging technologies allow us to interact with anatomical information in ways that have not been previously possible. This course is designed to teach human anatomy through the interpretation of radiographs and CT scans, and the correlation of these images to real anatomy. To aid students in developing their image interpretive skills, resources such as virtual interactive scans via the virtual anatomy table and interactive digital applications will be utilized. The first six weeks of the course will focus on image interpretation and the remaining four weeks on the utilization of this knowledge in the understanding and identification of human anatomy on human prosecutions (cadaver material). Sakti Srivastava is an associate professor, Department of Surgery, and chief, Division of Clinical Anatomy at the Stanford University School of Medicine. He has taught anatomy to a variety of learners at Stanford since 1999, and has championed the development of learning technologies and use of digital media to enhance traditional anatomy teaching. Bruce Fogel is a consulting associate professor in the Division of Clinical Anatomy at the Stanford School of Medicine and a clinical associate professor and director of Endodontic Surgical Services at the University of the Pacific School of Dentistry. As a clinician and educator, he emphasizes the clinical relevance of anatomy as it pertains to normal and pathological conditions of the head and neck and their associated treatment procedures. He has also developed x-ray databases and digital medical/dental images for healthcare education, and has co-authored three electronic atlases of the head and neck.

Prerequisite: completion of PWR1. AP Biology, BIO 41 and 42, or HUMBIO 2A and 3A is recommended.

ill tissues and organs be grown in a laboratory for transplantation to humans? This may or may not be science fiction. A severe shortage of donor organs and tissues has led to some novel solutions to save lives. This course will cover the biological aspects of cell and organ transplantation, including many issues that arise in the popular media. We will discuss the diseases for which transplantation is a treatment, the state of the art in human transplantation, transplantation of animal tissue into humans (xenotransplantation), development of new tissue and organs in the laboratory (tissue engineering and cloning), and the development of new drugs and biological strategies to promote long-term survival of the tissue or organ (tolerance). The course will be team-taught and will include readings from the popular and scientific literature, discussions, and presentations. Research opportunities will be available. This course fulfills the second-level Writing and Rhetoric Requirement (Write-2) and emphasizes oral and multimedia presentation.

Olivia Martinez, a professor of surgery, was born and raised in East Los Angeles and graduated from the University of Southern California. She received her Ph.D. from UC Berkeley and joined the Stanford faculty in 1995. Professor Martinezâ&#x20AC;&#x2122;s research team studies the role of the immune system in graft rejection and the development of lymphomas in transplant recipients. Her leisure interests include sports, music, and gardening.

SOPHOMORE

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SPRING

Sheri Krams is an associate professor of surgery and on the faculty in the Immunology Program. Her research focuses on natural killer cell interactions in transplantation and in understanding how microRNAs function in an alloimmune response. She is originally from New York and received her Ph.D. in immunology from UC Davis. After postdoctoral studies at UC San Francisco, she joined the Stanford faculty in 1995. She especially enjoys spending time with her two young children.

Identify your intellectual interests Stanford Introductory Seminars Course Selection Worksheet ❚❚ Use this page to record your thoughts about IntroSems you find interesting. ❚❚ Share this list with your academic advisor, family members, or friends. They may be able to help you see patterns and determine directions to explore. ❚❚ Use your notes to get you started on your essay. Quarter/Page

Title and Instructor

Questions?

Dept./Cat #

What Intrigues Me

My Background/Experience

introsems.stanford.edu • Phone: (650) 724-2405 • Email: introsems@stanford.edu

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Course Index Course Title

Faculty

Department

Quarter Page

A View from the Podium: The Art of Conducting . . . . . . . . . . . . . . . . . Cai, Jindong. . . . . . . . . . . Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 22 A World History of Genocide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Naimark, Norman. . . . . . History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 56 Accessing Architecture Through Drawing . . . . . . . . . . . . . . . . . . . . . . . Barton, John. . . . . . . . . . . Civil & Environmental Engineering . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 31 Accessing Architecture Through Drawing . . . . . . . . . . . . . . . . . . . . . . . Barton, John. . . . . . . . . . . Civil & Environmental Engineering . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 103 Advanced Topics in Light and Heat. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chu, Steve. . . . . . . . . . . . . Physics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 24 African History Through Literature and Film. . . . . . . . . . . . . . . . . . . . . Hanretta, Sean. . . . . . . . . History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 18 Amines and Affect. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Knutson, Brian. . . . . . . . . Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 65 Anatomy in Society. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fogel, Bruce . . . . . . . . . . . Surgery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 78 Srivastava, Sakti . . . . . . . Surgery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 78 Animal Use in Biomedical Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . Albertelli, Megan. . . . . . . Comparative Medicine. . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 86 Around the World in Seventeen Syllables: Haiku In Japan, the U.S., and the (Digital) World. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Carter, Steven. . . . . . . . . . East Asian Languages & Cultures. . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 52 Art in the Metropolis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Curran, Sarah. . . . . . . . . . Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 113 Hinton, Stephen. . . . . . . . Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 113 Art of Living. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Taylor, Kenneth . . . . . . . . Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 61 Art, Chemistry, and Madness: The Science of Art Materials. . . . . . . . Frank, Curtis. . . . . . . . . . . Chemical Engineering. . . . . . . . . . . . . . . . . . . . . . . . . .S. . . . . . . . . . . . . . 103 Loesch-Frank, Sara. . . . . Chemical Engineering. . . . . . . . . . . . . . . . . . . . . . . . . .S. . . . . . . . . . . . . . 103 Becoming a Doctor: Readings from Medical School, Medical Training, Medical Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Zaroff, Lawrence . . . . . . . Human Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 36 Beijing, Shanghai, and the Structure of Modern China . . . . . . . . . . . Lewis, Mark. . . . . . . . . . . . History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 57 Blood Cells – The Basics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Johns, Jennifer . . . . . . . . Comparative Medicine. . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 69 Bounded Rationality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Malmgren, Anna-Sara. . . Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 24 Can Machines Know? Can Machines Feel?. . . . . . . . . . . . . . . . . . . . . . . Shoham, Yoav. . . . . . . . . . Computer Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 12 Cancer and the Immune System. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Negrin, Robert. . . . . . . . . Medicine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 112 Capillary Surfaces: Explored and Unexplored Territory. . . . . . . . . . . Finn, Robert . . . . . . . . . . . Mathematics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 110 Cars: Past, Present, and Future. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nass, Clifford . . . . . . . . . . Communication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 85 Shanks, Michael. . . . . . . . Communication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 85 Civil War Narratives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Laitin, David. . . . . . . . . . . Political Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 98 Classical California. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Parker, Grant. . . . . . . . . . . Classics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 49 Climate Change and Conflict: Will Warming Lead to Warring?. . . . . Schultz, Kenneth. . . . . . . Political Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 63 Climate Change from the Past to the Future. . . . . . . . . . . . . . . . . . . . . Chamberlain, Page. . . . . Environmental Earth Systems Science. . . . . . . . . . . W. . . . . . . . . . . . . . 69 . . . . . . . . . . . . . . . . . . . . . . . Earth Systems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .W. . . . . . . . . . . . . . 69 Comparative Anatomy and Physiology of Mammals . . . . . . . . . . . . . Bouley, Donna . . . . . . . . . Comparative Medicine. . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 50 Comparative Fictions of Ethnicity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Palumbo-Liu, David . . . . Comparative Literature . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 68 American Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 68 Comparative Studies in Race & Ethnicity. . . . . . . . . W. . . . . . . . . . . . . . 68 Computers and Photography: From Capture to Sharing. . . . . . . . . . Garcia-Molina, Hector. . . Computer Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 12 Conservation Photography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . McConnell, Susan . . . . . . Biology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 47 Contemporary Politics in Germany. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Berman, Russell. . . . . . . . German Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 107 Contemporary Women Fiction Writers. . . . . . . . . . . . . . . . . . . . . . . . . . Tallent, Elizabeth. . . . . . . English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 16 Creating the Gendered Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Miner, Valerie . . . . . . . . . . Feminist Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 70 Current Concepts in Transplantation. . . . . . . . . . . . . . . . . . . . . . . . . . . Krams, Sheri. . . . . . . . . . . Surgery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 115 Martinez, Olivia . . . . . . . . Surgery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 115 Darkness in Light: The Filmic Imagination of Horror. . . . . . . . . . . . . . Ma, Jean . . . . . . . . . . . . . . Art & Art History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 82 Demons, Death, and the Damned: The “Other” and the Otherwordly in America. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lum, Kathryn. . . . . . . . . . Religious Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 27 Depth Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Strnad, James . . . . . . . . . Law. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 38 Deviants in Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Van Natta, John. . . . . . . . Psychiatry & Behavioral Sciences . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 64 Diamonds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mao, Wendy . . . . . . . . . . . Geological & Environmental Sciences. . . . . . . . . . . .S. . . . . . . . . . . . . . . 90 Digital Dilemmas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dill, David . . . . . . . . . . . . . Computer Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 13 Dilemmas in Current Medical Practice. . . . . . . . . . . . . . . . . . . . . . . . . . Croke, Jeffrey. . . . . . . . . . Medicine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 40 Jones, Henry. . . . . . . . . . . Medicine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 40 Dramatic Tensions: Theater and the Marketplace. . . . . . . . . . . . . . . . Freed, Amy . . . . . . . . . . . . Theater & Performance Studies. . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 28 Drugs of Abuse. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Younger, Jarred. . . . . . . . Anesthesia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 101 Eight Great Archaeological Sites in Europe . . . . . . . . . . . . . . . . . . . . . Shanks, Michael. . . . . . . . Classics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 32 Eight Great Archaeological Sites in Europe . . . . . . . . . . . . . . . . . . . . . Shanks, Michael. . . . . . . . Classics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 104 Electric Automobiles and Aircraft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Enge, Per. . . . . . . . . . . . . . Aeronautics & Astronautics. . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 29 Electronics Rocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Kovacs, Gregory. . . . . . . . Electrical Engineering. . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 54 Energy Options for the 21st Century. . . . . . . . . . . . . . . . . . . . . . . . . . . . Fox, John. . . . . . . . . . . . . . Applied Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 8 Geballe, Theodore. . . . . . Applied Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 8 Energy, the Environment, and the Economy. . . . . . . . . . . . . . . . . . . . . Wolak, Frank. . . . . . . . . . . Economics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 52 Engineering the Micro and Nano Worlds: From Chips to Genes. . . . Pease, Fabian. . . . . . . . . . Electrical Engineering. . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 88 Provine, John. . . . . . . . . . Electrical Engineering. . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 88 Environmental Literacy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Root, Terry . . . . . . . . . . . . Biology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 10 Environmental Problems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Loague, Keith. . . . . . . . . . Geological & Environmental Sciences. . . . . . . . . . . .S. . . . . . . . . . . . . . 106 Environmental Regulation and Policy . . . . . . . . . . . . . . . . . . . . . . . . . . Libicki, Shari. . . . . . . . . . . Chemical Engineering. . . . . . . . . . . . . . . . . . . . . . . . . .A. . . . . . . . . . . . . . . 30 Experimental Stroke. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Zhao, Heng. . . . . . . . . . . . Neurosurgery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 75 Famine in the Modern World: Causes, Consequences, and Remedies . Patenaude, Bert. . . . . . . . Pediatrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 42

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Fate of Orphans and Vulnerable Children in Sub-Saharan Africa: The HIV/AIDS Pandemic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Reicherter, Daryn. . . . . . . Psychiatry & Behavioral Sciences . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 77 Solvason, Hugh . . . . . . . . Psychiatry & Behavioral Sciences . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 77 Food and Security. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Naylor, Rosamond. . . . . . Environmental Earth Systems Science. . . . . . . . . . . A. . . . . . . . . . . . . . . 34 Naylor, Rosamond. . . . . . Earth Systems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A. . . . . . . . . . . . . . . 34 Stedman, Stephen . . . . . International Relations . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 34 Forensic Geoscience: Stanford CSI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Maher, Katharine. . . . . . . Geological & Environmental Sciences. . . . . . . . . . . .S. . . . . . . . . . . . . . . 90 Freedom, Community, and Morality . . . . . . . . . . . . . . . . . . . . . . . . . . . Friedman, Michael. . . . . . Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 62 Frontiers in Theoretical Physics and Cosmology. . . . . . . . . . . . . . . . . Kachru, Shamit . . . . . . . . Physics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 62 Functional Materials and Devices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Suzuki, Yuri. . . . . . . . . . . . Applied Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 8 Gateways to the World: Germany in Five Words. . . . . . . . . . . . . . . . . . Daub, Adrian. . . . . . . . . . . German Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 107 Gay Autobiography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Robinson, Paul. . . . . . . . . History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 92 Gendered Innovations in Science, Medicine, and Engineering. . . . . Schiebinger, Londa. . . . . History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 71 Genomics and Medicine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Brutlag, Douglas . . . . . . . Biochemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 30 “Give Me the Child Until He Is Seven” — The Early Roots of Human Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . Barr, Donald. . . . . . . . . . . Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 33 Globally Emerging Zoonotic Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . Felt, Stephen . . . . . . . . . . Comparative Medicine. . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 105 Graphic Novels Asian American Style. . . . . . . . . . . . . . . . . . . . . . . . . . . Sohn, Stephen. . . . . . . . . Asian American Studies. . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 55 English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 55 Great Discoveries and Inventions in Computing . . . . . . . . . . . . . . . . . Hennessy, John. . . . . . . . Computer Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 51 Great Ideas in Computer Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roberts, Eric. . . . . . . . . . . Computer Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 13 Growing Up Bilingual. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Valdes, Guadalupe . . . . . Comparative Studies in Race & Ethnicity. . . . . . . . . W. . . . . . . . . . . . . . 51 Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 51 Chicana/o-Latina/o Studies . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 51 Growing Up in America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Markus, Hazel. . . . . . . . . . Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 55 Moya, Paula . . . . . . . . . . . English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 55 Haptics: Engineering Touch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Okamura, Allison. . . . . . . Mechanical Engineering. . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 20 Hormones in a Performance-Enhanced Society . . . . . . . . . . . . . . . . . Hoffman, Andrew. . . . . . . Medicine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 21 Horse Medicine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Green, Sherril. . . . . . . . . . Comparative Medicine. . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 85 How Do People Learn Math? What We Know from Research and the Problems that Persist in US Math Classes. . . . . . . . . . . . . . . . . . . . Boaler, Jo. . . . . . . . . . . . . . Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 53 How Musical Instruments Work. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Miller, David . . . . . . . . . . . Electrical Engineering. . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 87 How Stuff Is Made. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pruitt, Beth. . . . . . . . . . . . Mechanical Engineering. . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 20 Human Rights and Health. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Laws, Ami . . . . . . . . . . . . . Medicine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 112 Imagining Women: Writers in Print and in Person. . . . . . . . . . . . . . . . Miner, Valerie . . . . . . . . . . Feminist Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 34 Inequality in American Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Snipp, C. Matthew. . . . . . Sociology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 27 Infection, Immunity, and Global Health. . . . . . . . . . . . . . . . . . . . . . . . . Jones, Patricia. . . . . . . . . Biology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 102 Injustice, Advocacy and Courage: The Path of Everyday Heroes. . . Abrams, Bill. . . . . . . . . . . . Human Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 73 International Environmental Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . Weyant, John. . . . . . . . . . Management Science & Engineering. . . . . . . . . . . . . W. . . . . . . . . . . . . . 74 Intracellular Trafficking and Neurodegeneration. . . . . . . . . . . . . . . . . Yang, Yanmin. . . . . . . . . . . Neurology & Neurological Sciences. . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 95 Introduction to Animal Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Garner, Joseph. . . . . . . . . Comparative Medicine. . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 32 Introduction to Animal Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Garner, Joseph. . . . . . . . . Comparative Medicine. . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 105 Introduction to Art Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Berlier, Terry. . . . . . . . . . . Art & Art History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 47 Introduction to Cross Cultural Issues in Medicine. . . . . . . . . . . . . . . . Corso, Irene. . . . . . . . . . . . Health Research & Policy. . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 71 Introduction to the Mouse in Biomedical Research . . . . . . . . . . . . . . Nagamine, Claude. . . . . . Comparative Medicine. . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 33 Inventing Modern Theatre: Buchner and Wedekind. . . . . . . . . . . . . . Smith, Matthew. . . . . . . . German Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 56 Theater & Performance Studies. . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 56 Japanese Companies and Japanese Society. . . . . . . . . . . . . . . . . . . . Sinclair, Robert. . . . . . . . . Materials Science & Engineering . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 110 Engineering. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 110 Joys and Pains of Growing Up and Older in Japan. . . . . . . . . . . . . . . Matsumoto, Yoshiko. . . . East Asian Languages & Cultures. . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 14 Language Acquisition: Exploring the Minds of Children. . . . . . . . . . . Fernald, Anne. . . . . . . . . . Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 65 Languages, Dialects, Speakers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Anttila, Arto. . . . . . . . . . . . Linguistics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 93 Latin American Movies of Revolution. . . . . . . . . . . . . . . . . . . . . . . . . . . Wolfe, Mikael . . . . . . . . . . History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 92 Law and Drama. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jakovljevic, Branislav. . . Theater & Performance Studies. . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 100 Law and Inequality: An Introduction to American Civil Rights Law . . Ford, Richard . . . . . . . . . . Law. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 59 Law and Order. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rutten, Andrew . . . . . . . . Political Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 43 Law and Popular Culture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Asimow, Michael . . . . . . . Law. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 58 American Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 58 Law and the Biosciences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Greely, Henry . . . . . . . . . . Genetics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 106 Law, Lawyers, and Justice in Cinema. . . . . . . . . . . . . . . . . . . . . . . . . . . Abrams, Bill. . . . . . . . . . . . Human Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 36 Leading Out Loud: An Exploration of Leadership Communication Through an LGBT Lens. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Schramm, JD . . . . . . . . . . Business. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 108 Light and Life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Boxer, Steven. . . . . . . . . . Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 48 Living with Two Languages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Clark, Eve. . . . . . . . . . . . . . Linguistics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 93 Love as a Force for Social Justice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Murray, Anne. . . . . . . . . . . Human Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 72 Love, Power, and Justice: Ethics in Christian Perspective. . . . . . . . . Sockness, Brent. . . . . . . . Religious Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 99 Lymphocyte Migration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Michie, Sara . . . . . . . . . . . Pathology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 42 Mad Women: Women and Mental Illness in U.S. History . . . . . . . . . . Horn, Margo . . . . . . . . . . . History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 35

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Maintenance of the Genome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hanawalt, Philip . . . . . . . Biology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 10 Making Sense of Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Demarest, David . . . . . . . Business. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 77 Managing Complex, Global Projects. . . . . . . . . . . . . . . . . . . . . . . . . . . . Levitt, Raymond. . . . . . . . Civil & Environmental Engineering . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 49 Managing Natural Disaster Risk. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Baker, Jack. . . . . . . . . . . . Civil & Environmental Engineering . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 48 Mapping the World: Cartography and the Modern Imagination. . . . Wigen, Karen. . . . . . . . . . . History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 19 Mark Twain and American Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fishkin, Shelley . . . . . . . . English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 89 American Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 89 Masters of Disaster. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Moalli, John . . . . . . . . . . . Chemical Engineering. . . . . . . . . . . . . . . . . . . . . . . . . .A. . . . . . . . . . . . . . . 31 Mathematics of Knots, Braids, Links, and Tangles. . . . . . . . . . . . . . . . Wieczorek, Wojciech. . . . Mathematics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 74 Medical Device Innovation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mandato, Joseph. . . . . . . Bioengineering. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 102 Pierce, Ryan . . . . . . . . . . . Bioengineering. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 102 Medical Imaging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nishimura, Dwight. . . . . . Electrical Engineering. . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 54 Mental Health in Collegiate Athletes. . . . . . . . . . . . . . . . . . . . . . . . . . . . Steiner, Hans . . . . . . . . . . Psychiatry & Behavioral Sciences . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 76 Mind-Body Medicine -- A Global Perspective. . . . . . . . . . . . . . . . . . . . . Dhabhar, Firdaus. . . . . . . Psychiatry & Behavioral Sciences . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 64 Modern Conservatives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Berman, Russell. . . . . . . . German Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 17 Modern Greece in Film and Literature . . . . . . . . . . . . . . . . . . . . . . . . . . Prionas, Eva . . . . . . . . . . . Language Center. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 37 Mystical Journeys: Beyond Knowing and Reason. . . . . . . . . . . . . . . . Gelber, Hester. . . . . . . . . . Religious Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . 114 Multi-Disciplinary Perspectives on a Large Urban Estuary: San Francisco Bay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Francis, Christopher. . . . Environmental Earth Systems Science. . . . . . . . . . . S. . . . . . . . . . . . . . . 88 Monismith, Stephen. . . . Environmental Earth Systems Science. . . . . . . . . . . S. . . . . . . . . . . . . . . 88 Francis, Christopher. . . . Earth Systems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .S. . . . . . . . . . . . . . . 88 Monismith, Stephen. . . . Earth Systems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .S. . . . . . . . . . . . . . . 88 Francis, Christopher. . . . Civil & Environmental Engineering . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 88 Monismith, Stephen. . . . Civil & Environmental Engineering . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 88 Narrative Medicine and Near-Death Experiences. . . . . . . . . . . . . . . . . Wittman, Laura . . . . . . . . French & Italian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 17 Neuroethology: The Neural Control of Behavior. . . . . . . . . . . . . . . . . Fernald, Russell. . . . . . . . Human Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 73 Noam Chomsky: The Drama of Resistance . . . . . . . . . . . . . . . . . . . . . . Rehm, Rush. . . . . . . . . . . . Theater & Performance Studies. . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 79 Nuclear Weapons, Energy, Proliferation, and Terrorism. . . . . . . . . . . Hecker, Siegfried. . . . . . . Management Science & Engineering. . . . . . . . . . . . . S. . . . . . . . . . . . . . 109 Nutrition and History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Huestis, Wray. . . . . . . . . . Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 83 Performing America: The Broadway Musical . . . . . . . . . . . . . . . . . . . . Grey, Thomas. . . . . . . . . . Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 95 Perspectives on the Abortion Experience in Western Fiction . . . . . . Blumenthal, Paul. . . . . . . Obstetrics & Gynecology . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 113 Photographing Nature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Glick, Forrest . . . . . . . . . . Microbiology & Immunology. . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 41 Siegel, Robert. . . . . . . . . . Microbiology & Immunology. . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 41 Physics in the 21st Century. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dimopoulos, Savas. . . . . Physics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 97 Predicting Volcanic Eruptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Segall, Paul. . . . . . . . . . . . Geophysics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 91 Product Realization: Making is Thinking. . . . . . . . . . . . . . . . . . . . . . . . Beach, David. . . . . . . . . . . Mechanical Engineering. . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 111 Edelman, Jonathan. . . . . Mechanical Engineering. . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 111 Kohn, Marlo. . . . . . . . . . . . Mechanical Engineering. . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 111 Public Policy and Personal Finance . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rosston, Greg. . . . . . . . . . Public Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 26 Economics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 26 Race and Ethnic Identities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rosenfeld, Michael . . . . . Sociology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 100 Religion and Politics: Comparing Europe to the United States. . . . . Fonrobert, Charlotte. . . . Religious Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 66 Jewish Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 66 Renaissance Machine Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cutkosky, Mark. . . . . . . . . Mechanical Engineering. . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 94 Respiration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Kao, Peter. . . . . . . . . . . . . Medicine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 40 Revolutionaries and Founders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rakove, Jack. . . . . . . . . . . History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 57 Riding the Data Wave. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sabatti, Chiara. . . . . . . . . Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 28 Russia in the Early Modern European Imagination. . . . . . . . . . . . . . . Kollmann, Nancy. . . . . . . History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 91 Russiaâ&#x20AC;&#x2122;s Weird Classic: Nikolai Gogol. . . . . . . . . . . . . . . . . . . . . . . . . . . Fleishman, Lazar. . . . . . . Slavic Languages & Literatures. . . . . . . . . . . . . . . . . .A. . . . . . . . . . . . . . . 44 Sappho: Erotic Poetess of Lesbos. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Peponi, Anastasia-Erasmia. Classics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 84 Science in the News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Andersen, Hans . . . . . . . . Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 11 Science of the Impossible. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dionne, Jennifer . . . . . . . Materials Science & Engineering . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 94 Science on the Back of the Envelope. . . . . . . . . . . . . . . . . . . . . . . . . . . Zhang, Shoucheng . . . . . Physics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 25 Science-in-Theatre: A New Genre? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Djerassi, Carl. . . . . . . . . . . Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 68 Theater & Performance Studies. . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 68 Sculpting with Sounds, Images, and Words . . . . . . . . . . . . . . . . . . . . . Kapuscinski, Jaroslaw. . Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 23 Secularism and Its Critics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tambar, Kabir. . . . . . . . . . Anthropology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 46 Seeing (and Tracking) the Heart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . McConnell, Michael. . . . . Medicine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 75 Self Theories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dweck, Carol. . . . . . . . . . . Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 26 Sensory Ecology of Marine Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . Thompson, Stuart. . . . . . Biology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 9 Sexuality and Society. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Medoff, Lisa. . . . . . . . . . . . Human Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 108 Shakespeare, Playing, Gender. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Parker, Patricia. . . . . . . . . Comparative Literature . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 104 Skepticism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . De Pierris, Graciela . . . . . Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 96 Social Choice and Market Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Milgrom, Paul. . . . . . . . . . Economics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 87 South Africa: Contested Transitions. . . . . . . . . . . . . . . . . . . . . . . . . . . . Samoff, Joel . . . . . . . . . . . History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 72 African & African American Studies. . . . . . . . . . . . . . W. . . . . . . . . . . . . . 72

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Course Index Course Title

Faculty

Department

Quarter Page

Spaces and Voices of Brazil Through Film. . . . . . . . . . . . . . . . . . . . . . . Wiedemann, Lyris . . . . . . Language Center. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 37 Iberian & Latin American Cultures. . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 37 Spoken Sexuality: Language and the Social Construction of Sexuality. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Podesva, Rob. . . . . . . . . . Linguistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 59 Feminist Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 59 Sport, Exercise, and Health: Exploring Sport and Exercise Medicine . . Matheson, Gordon. . . . . . Orthopedic Surgery. . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 41 Human Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 41 Sport, Exercise, and Health: Exploring Sport and Exercise Medicine . . Matheson, Gordon. . . . . . Orthopedic Surgery. . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 76 Human Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 76 Sport, Exercise, and Health: Exploring Sport and Exercise Medicine . . Matheson, Gordon. . . . . . Orthopedic Surgery. . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 114 Human Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 114 Sports and The Meaning of Life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vermeule, Blakey. . . . . . . English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 89 Surgical Anatomy of the Hand: From Rodin to Reconstruction . . . . Chang, James. . . . . . . . . . Surgery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 78 Teamology: Creative Teams and Individual Development. . . . . . . . . Wilde, Douglass. . . . . . . . Mechanical Engineering. . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 39 Technology in Contemporary Society . . . . . . . . . . . . . . . . . . . . . . . . . . McGinn, Robert . . . . . . . . Science, Technology, & Society . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 44 The Aesthetics of Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Berger, Jonathan. . . . . . . Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 23 The Animal Within: Animals in Modern Latin American Narrative. . Briceno, Ximena. . . . . . . . Iberian & Latin American Cultures. . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 19 The Brothers Grimm and Their Fairy Tales . . . . . . . . . . . . . . . . . . . . . . Robinson, Orrin. . . . . . . . German Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 18 The Business of the Internet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Barr, Avron . . . . . . . . . . . . Computer Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 86 Tessler, Shirley. . . . . . . . . Computer Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 86 Wiederhold, Gio. . . . . . . . Computer Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 86 The California Gold Rush: Geologic Background and Environmental Impact. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bird, Dennis . . . . . . . . . . . Geological & Environmental Sciences. . . . . . . . . . . .W. . . . . . . . . . . . . . 70 The Changing Nature of Racial Identity in American Politics . . . . . . Davenport, Lauren . . . . . Political Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 25 The Flaw of Averages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Savage, Sam. . . . . . . . . . . Management Science & Engineering. . . . . . . . . . . . . A. . . . . . . . . . . . . . . 39 The Global Warming Paradox. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Diffenbaugh, Noah . . . . . Environmental Earth Systems Science. . . . . . . . . . . A. . . . . . . . . . . . . . . 16 Earth Systems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A. . . . . . . . . . . . . . . 16 The Idea of a Free Press. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Glasser, Theodore. . . . . . Communication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 50 The Language of Comics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Traugott, Elizabeth. . . . . Linguistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 60 Zwicky, Arnold. . . . . . . . . Linguistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 60 The Millenium Novel in Latin America . . . . . . . . . . . . . . . . . . . . . . . . . . Ruffinelli, Jorge. . . . . . . . Iberian & Latin American Cultures. . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 58 The New Longevity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Carstensen, Laura. . . . . . Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 99 The Operas of Mozart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Berger, Karol. . . . . . . . . . . Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 60 The Portrait: Identities in Question. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vinograd, Richard . . . . . . Art & Art History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 82 The Psychosocial and Economic Ramifications of Critical Illness. . Lin, Ludwig. . . . . . . . . . . . Anesthesia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 101 The Roman Empire: Its Grandeur and Fall. . . . . . . . . . . . . . . . . . . . . . . Saller, Richard . . . . . . . . . Classics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 11 History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 11 The Roots of Social Protest. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Olzak, Susan. . . . . . . . . . . Sociology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 66 The Rwandan Genocide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Stedman, Stephen . . . . . Political Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 98 The Sisters: Poetry and Painting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jenkins, Nicholas . . . . . . English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 46 Nemerov, Alexander. . . . Art & Art History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 46 The Technical Aspects of Photography Osheroff, Douglas . . . . . . Physics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 97 The What, Why, How and Wow’s of Nanotechnology. . . . . . . . . . . . . Dai, Hongjie . . . . . . . . . . . Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 84 The Worldly Engineer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Su, Lester. . . . . . . . . . . . . . Mechanical Engineering. . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 111 Things About Stuff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lee, Thomas. . . . . . . . . . . Electrical Engineering. . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 15 Think Like a Designer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Banerjee, Shilajeet . . . . . Mechanical Engineering. . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 21 Thinking about Visual Attention: From Balzac to Facebook . . . . . . . Marrinan, Michael. . . . . . Art & Art History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 9 Thinking Like a Social Scientist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fiorina, Morris . . . . . . . . . Political Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 63 To Die For – Antigone and Political Dissent. . . . . . . . . . . . . . . . . . . . . . Rehm, Rush. . . . . . . . . . . . Theater & Performance Studies. . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 67 Classics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 67 Translation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Kay, Martin . . . . . . . . . . . . Linguistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 38 Understanding Children’s Health Disparities. . . . . . . . . . . . . . . . . . . . Barr, Donald. . . . . . . . . . . Pediatrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 61 Understanding Electromagnetic Phenomena . . . . . . . . . . . . . . . . . . . Cabrera, Blas . . . . . . . . . . Physics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 96 Understanding the Welfare System. . . . . . . . . . . . . . . . . . . . . . . . . . . . . MaCurdy, Thomas. . . . . . Economics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 14 Views of a Changing Sea: Literature and Science. . . . . . . . . . . . . . . . . Gilly, William. . . . . . . . . . . Biology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 83 Virtual to Real: Fundamentals of Human Anatomy . . . . . . . . . . . . . . Fogel, Bruce . . . . . . . . . . . Surgery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 115 Srivastava, Sakti . . . . . . . Surgery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 115 Visions of the 1960s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Gillam, Richard. . . . . . . . . American Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 29 What is Nanotechnology?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wong, Philip. . . . . . . . . . . Electrical Engineering. . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 53 What is Truth? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mints, Grigori . . . . . . . . . . Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 43 Who Gets What? The New Economics of Matchmaking and Market Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roth, Alvin. . . . . . . . . . . . . Economics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 15 Women and Aging. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Winograd, Carol. . . . . . . . Medicine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . 109 Women Making Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hadlock, Heather . . . . . . Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 22 Writing Women’s Lives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Miner, Valerie . . . . . . . . . . Feminist Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . 35

120

Department Index Department

Faculty

Course Title

Quarter Page

Aeronautics & Astronautics. . . . . . . . . . . . . . . Enge, Per. . . . . . . . . . . . . . . . Electric Automobiles and Aircraft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 29 African & African American Studies. . . . . . . . Samoff, Joel. . . . . . . . . . . . . South Africa: Contested Transitions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 72 American Studies . . . . . . . . . . . . . . . . . . . . . . . Asimow, Michael . . . . . . . . . Law and Popular Culture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 58 Fishkin, Shelley . . . . . . . . . . Mark Twain and American Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 89 Gillam, Richard . . . . . . . . . . Visions of the 1960s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 29 Palumbo-Liu, David . . . . . . Comparative Fictions of Ethnicity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 68 Anesthesia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lin, Ludwig. . . . . . . . . . . . . . The Psychosocial and Economic Ramifications of Critical Illness. . . . . . . S. . . . . . . . . . . . . . . 101 Younger, Jarred. . . . . . . . . . Drugs of Abuse. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 101 Anthropology. . . . . . . . . . . . . . . . . . . . . . . . . . . Tambar, Kabir. . . . . . . . . . . . Secularism and Its Critics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 46 Applied Physics. . . . . . . . . . . . . . . . . . . . . . . . . Fox, John. . . . . . . . . . . . . . . . Energy Options for the 21st Century. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . . . 8 Geballe, Theodore. . . . . . . . Energy Options for the 21st Century. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . . . 8 Suzuki, Yuri. . . . . . . . . . . . . . Functional Materials and Devices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . . . 8 Art & Art History. . . . . . . . . . . . . . . . . . . . . . . . . Berlier, Terry. . . . . . . . . . . . . Introduction to Art Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 47 Jenkins, Nicholas . . . . . . . . The Sisters: Poetry and Painting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 46 Ma, Jean . . . . . . . . . . . . . . . . Darkness in Light: The Filmic Imagination of Horror . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 82 Marrinan, Michael. . . . . . . . Thinking about Visual Attention: From Balzac to Facebook . . . . . . . . . . . . A. . . . . . . . . . . . . . . . . . 9 Nemerov, Alexander. . . . . . The Sisters: Poetry and Painting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 46 Vinograd, Richard. . . . . . . . The Portrait: Identities in Question. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 82 Asian American Studies. . . . . . . . . . . . . . . . . . Sohn, Stephen. . . . . . . . . . . Graphic Novels Asian American Style. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 55 Biochemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . Brutlag, Douglas . . . . . . . . . Genomics and Medicine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 30 Bioengineering . . . . . . . . . . . . . . . . . . . . . . . . . Mandato, Joseph. . . . . . . . . Medical Device Innovation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 102 Pierce, Ryan . . . . . . . . . . . . . Medical Device Innovation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 102 Biology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Gilly, William. . . . . . . . . . . . . Views of a Changing Sea: Literature and Science. . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 83 Hanawalt, Philip . . . . . . . . . Maintenance of the Genome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 10 Jones, Patricia. . . . . . . . . . . Infection, Immunity, and Global Health. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 102 McConnell, Susan . . . . . . . . Conservation Photography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 47 Root, Terry . . . . . . . . . . . . . . Environmental Literacy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 10 Thompson, Stuart. . . . . . . . Sensory Ecology of Marine Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . . . 9 Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Demarest, David . . . . . . . . . Making Sense of Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 77 Schramm, JD . . . . . . . . . . . . Leading Out Loud: An Exploration of Leadership Communication Through an LGBT Lens. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 108 Chemical Engineering . . . . . . . . . . . . . . . . . . . Frank, Curtis. . . . . . . . . . . . . Art, Chemistry, and Madness: The Science of Art Materials. . . . . . . . . . . . . S. . . . . . . . . . . . . . . 103 Libicki, Shari. . . . . . . . . . . . . Environmental Regulation and Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 30 Loesch-Frank, Sara. . . . . . . Art, Chemistry, and Madness: The Science of Art Materials. . . . . . . . . . . . . S. . . . . . . . . . . . . . . 103 Moalli, John . . . . . . . . . . . . . Masters of Disaster. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 31 Chemistry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Andersen, Hans. . . . . . . . . . Science in the News. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 11 Boxer, Steven. . . . . . . . . . . . Light and Life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 48 Dai, Hongjie . . . . . . . . . . . . . The What, Why, How and Wowâ&#x20AC;&#x2122;s of Nanotechnology. . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 84 Djerassi, Carl. . . . . . . . . . . . . Science-in-Theatre: A New Genre? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 68 Huestis, Wray. . . . . . . . . . . . Nutrition and History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 83 Chicana/o-Latina/o Studies . . . . . . . . . . . . . . Valdes, Guadalupe . . . . . . . Growing Up Bilingual. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 51 Civil & Environmental Engineering. . . . . . . . Baker, Jack. . . . . . . . . . . . . . Managing Natural Disaster Risk. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 48 Barton, John. . . . . . . . . . . . . Accessing Architecture Through Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 31 Barton, John. . . . . . . . . . . . . Accessing Architecture Through Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 103 Francis, Christopher. . . . . . Multi-Disciplinary Perspectives on a Large Urban Estuary: San Francisco Bay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 88 Levitt, Raymond . . . . . . . . . Managing Complex, Global Projects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 49 Monismith, Stephen. . . . . . Multi-Disciplinary Perspectives on a Large Urban Estuary: San Francisco Bay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 88 Classics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Parker, Grant. . . . . . . . . . . . . Classical California. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 49 Peponi, Anastasia-Erasmia. . Sappho: Erotic Poetess of Lesbos. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 84 Rehm, Rush. . . . . . . . . . . . . . Noam Chomsky: The Drama of Resistance. . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 79 Saller, Richard . . . . . . . . . . . The Roman Empire: Its Grandeur and Fall. . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 11 Shanks, Michael. . . . . . . . . . Eight Great Archaeological Sites in Europe . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 32 Shanks, Michael. . . . . . . . . . Eight Great Archaeological Sites in Europe . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 104 Communication. . . . . . . . . . . . . . . . . . . . . . . . . Glasser, Theodore. . . . . . . . The Idea of a Free Press. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 50 Nass, Clifford . . . . . . . . . . . . Cars: Past, Present, and Future. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 85 Shanks, Michael. . . . . . . . . . Cars: Past, Present, and Future. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 85 Comparative Literature. . . . . . . . . . . . . . . . . . Palumbo-Liu, David . . . . . . Comparative Fictions of Ethnicity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 68 Parker, Patricia. . . . . . . . . . . Shakespeare, Playing, Gender. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 104 Comparative Medicine. . . . . . . . . . . . . . . . . . . Albertelli, Megan. . . . . . . . . Animal Use in Biomedical Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 86 Bouley, Donna. . . . . . . . . . . Comparative Anatomy and Physiology of Mammals . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 50 Felt, Stephen . . . . . . . . . . . . Globally Emerging Zoonotic Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 105 Garner, Joseph. . . . . . . . . . . Introduction to Animal Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 32 Garner, Joseph. . . . . . . . . . . Introduction to Animal Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 105 Green, Sherril. . . . . . . . . . . . Horse Medicine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 85 Johns, Jennifer . . . . . . . . . . Blood Cells â&#x20AC;&#x201C; The Basics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 69 Nagamine, Claude. . . . . . . . Introduction to the Mouse in Biomedical Research . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 33 Comparative Studies in Race & Ethnicity. . . Palumbo-Liu, David . . . . . . Comparative Fictions of Ethnicity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 68 Valdes, Guadalupe . . . . . . . Growing Up Bilingual. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 51

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Computer Science. . . . . . . . . . . . . . . . . . . . . . . Barr, Avron . . . . . . . . . . . . . . The Business of the Internet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 86 Dill, David . . . . . . . . . . . . . . . Digital Dilemmas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 13 Garcia-Molina, Hector . . . . Computers and Photography: From Capture to Sharing. . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 12 Hennessy, John. . . . . . . . . . Great Discoveries and Inventions in Computing . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 51 Roberts, Eric. . . . . . . . . . . . . Great Ideas in Computer Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 13 Shoham, Yoav. . . . . . . . . . . . Can Machines Know? Can Machines Feel?. . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 12 Tessler, Shirley. . . . . . . . . . . The Business of the Internet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 86 Wiederhold, Gio. . . . . . . . . . The Business of the Internet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 86 Earth Systems . . . . . . . . . . . . . . . . . . . . . . . . . . Chamberlain, Page. . . . . . . Climate Change from the Past to the Future. . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 69 Diffenbaugh, Noah . . . . . . . The Global Warming Paradox. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 16 Francis, Christopher. . . . . . Multi-Disciplinary Perspectives on a Large Urban Estuary: San Francisco Bay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 88 Monismith, Stephen. . . . . . Multi-Disciplinary Perspectives on a Large Urban Estuary: San Francisco Bay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 88 Naylor, Rosamond. . . . . . . . Food and Security. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 34 Stedman, Stephen . . . . . . . Food and Security. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 34 East Asian Languages & Cultures. . . . . . . . . . Carter, Steven. . . . . . . . . . . . Around the World in Seventeen Syllables: Haiku In Japan, the U.S., and the (Digital) World. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 52 Matsumoto, Yoshiko. . . . . . The Joys and Pains of Growing Up and Older in Japan . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 14 Economics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MaCurdy, Thomas. . . . . . . . Understanding the Welfare System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 14 Milgrom, Paul. . . . . . . . . . . . Social Choice and Market Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 87 Rosston, Greg. . . . . . . . . . . . Public Policy and Personal Finance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 26 Roth, Alvin. . . . . . . . . . . . . . . Who Gets What? The New Economics of Matchmaking and Market Design . A. . . . . . . . . . . . . . . . 15 Wolak, Frank. . . . . . . . . . . . . Energy, the Environment, and the Economy. . . . . . . . . . . . . . . . . . . . . . . . . .W. . . . . . . . . . . . . . . 52 Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Barr, Donald. . . . . . . . . . . . . “Give Me the Child Until He is Seven” — The Early Roots of Human Behavior . A. . . . . . . . . . . . . . . . 33 Boaler, Jo . . . . . . . . . . . . . . . How Do People Learn Math? What We Know from Research and the Problems that Persist in US Math Classes . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 53 Valdes, Guadalupe . . . . . . . Growing Up Bilingual. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 51 Electrical Engineering . . . . . . . . . . . . . . . . . . . Kovacs, Gregory. . . . . . . . . . Electronics Rocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 54 Lee, Thomas. . . . . . . . . . . . . Things About Stuff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 15 Miller, David . . . . . . . . . . . . . How Musical Instruments Work. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 87 Nishimura, Dwight. . . . . . . Medical Imaging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 54 Pease, Fabian. . . . . . . . . . . . Engineering the Micro and Nano Worlds: From Chips to Genes. . . . . . . . . S. . . . . . . . . . . . . . . . 88 Provine, John. . . . . . . . . . . . Engineering the Micro and Nano Worlds: From Chips to Genes. . . . . . . . . S. . . . . . . . . . . . . . . . 88 Wong, Philip. . . . . . . . . . . . . What is Nanotechnology?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 53 Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sinclair, Robert . . . . . . . . . . Japanese Companies and Japanese Society. . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 110 English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fishkin, Shelley . . . . . . . . . . Mark Twain and American Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 89 Jenkins, Nicholas . . . . . . . . The Sisters: Poetry and Painting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 46 Markus, Hazel. . . . . . . . . . . . Growing Up in America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 55 Moya, Paula . . . . . . . . . . . . . Growing Up in America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 55 Nemerov, Alexander. . . . . . The Sisters: Poetry and Painting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 46 Sohn, Stephen. . . . . . . . . . . Graphic Novels Asian American Style. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 55 Tallent, Elizabeth. . . . . . . . . Contemporary Women Fiction Writers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 16 Vermeule, Blakey. . . . . . . . . Sports and The Meaning of Life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 89 Environmental Earth Systems Science. . . . . Chamberlain, Page. . . . . . . Climate Change from the Past to the Future. . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 69 Diffenbaugh, Noah . . . . . . . The Global Warming Paradox. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 16 Francis, Christopher. . . . . . Multi-Disciplinary Perspectives on a Large Urban Estuary: San Francisco Bay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 88 Monismith, Stephen. . . . . . Multi-Disciplinary Perspectives on a Large Urban Estuary: San Francisco Bay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 88 Naylor, Rosamond. . . . . . . . Food and Security. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 34 Stedman, Stephen . . . . . . . Food and Security. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 34 Feminist Studies. . . . . . . . . . . . . . . . . . . . . . . . Miner, Valerie . . . . . . . . . . . . Imagining Women: Writers in Print and in Person. . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 34 Miner, Valerie . . . . . . . . . . . . Writing Women’s Lives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 35 Miner, Valerie . . . . . . . . . . . . Creating the Gendered Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 70 Podesva, Rob. . . . . . . . . . . . Spoken Sexuality: Language and the Social Construction of Sexuality. . W. . . . . . . . . . . . . . . 59 French & Italian. . . . . . . . . . . . . . . . . . . . . . . . . Wittman, Laura . . . . . . . . . . Narrative Medicine and Near-Death Experiences . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 17 Genetics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Greely, Henry. . . . . . . . . . . . Law and the Biosciences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 106 Geological & Environmental Sciences . . . . . Bird, Dennis . . . . . . . . . . . . . The California Gold Rush: Geologic Background and Environmental Impact. W. . . . . . . . . . . . . . . 70 Loague, Keith. . . . . . . . . . . . Environmental Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 106 Maher, Katharine. . . . . . . . . Forensic Geoscience: Stanford CSI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 90 Mao, Wendy . . . . . . . . . . . . . Diamonds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 90 Geophysics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Segall, Paul. . . . . . . . . . . . . . Predicting Volcanic Eruptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 91 German Studies. . . . . . . . . . . . . . . . . . . . . . . . . Berman, Russell. . . . . . . . . . Modern Conservatives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 17 Berman, Russell. . . . . . . . . . Contemporary Politics in Germany. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 107 Daub, Adrian. . . . . . . . . . . . . Gateways to the World: Germany in Five Words. . . . . . . . . . . . . . . . . . . . . . .S. . . . . . . . . . . . . . . 107 Robinson, Orrin. . . . . . . . . . The Brothers Grimm and Their Fairy Tales . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 18 Smith, Matthew. . . . . . . . . . Inventing Modern Theatre: Buchner and Wedekind. . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 56 Health Research & Policy. . . . . . . . . . . . . . . . . Corso, Irene. . . . . . . . . . . . . . Introduction to Cross Cultural Issues in Medicine. . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 71

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History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hanretta, Sean. . . . . . . . . . . African History Through Literature and Film. . . . . . . . . . . . . . . . . . . . . . . . . .A. . . . . . . . . . . . . . . . 18 Horn, Margo . . . . . . . . . . . . . Mad Women: Women and Mental Illness in U.S. History . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 35 Kollmann, Nancy. . . . . . . . . Russia in the Early Modern European Imagination. . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 91 Lewis, Mark. . . . . . . . . . . . . . Beijing, Shanghai, and the Structure of Modern China . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 57 Naimark, Norman. . . . . . . . A World History of Genocide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 56 Rakove, Jack. . . . . . . . . . . . Revolutionaries and Founders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 57 Robinson, Paul. . . . . . . . . . . Gay Autobiography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 92 Saller, Richard . . . . . . . . . . . The Roman Empire: Its Grandeur and Fall. . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 11 Samoff, Joel. . . . . . . . . . . . . South Africa: Contested Transitions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 72 Schiebinger, Londa. . . . . . . Gendered Innovations in Science, Medicine, and Engineering. . . . . . . . . . W. . . . . . . . . . . . . . . 71 Wigen, Karen . . . . . . . . . . . . Mapping the World: Cartography and the Modern Imagination. . . . . . . . . A. . . . . . . . . . . . . . . . 19 Wolfe, Mikael . . . . . . . . . . . . Latin American Movies of Revolution. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 92 Human Biology . . . . . . . . . . . . . . . . . . . . . . . . . Abrams, Bill. . . . . . . . . . . . . . Law, Lawyers, and Justice in Cinema. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 36 Abrams, Bill. . . . . . . . . . . . . . Injustice, Advocacy and Courage: The Path of Everyday Heroes. . . . . . . . W. . . . . . . . . . . . . . . 73 Fernald, Russell. . . . . . . . . . Neuroethology: The Neural Control of Behavior. . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 73 Matheson, Gordon. . . . . . . Sport, Exercise, and Health: Exploring Sport and Exercise Medicine . . . . A. . . . . . . . . . . . . . . . 42 Matheson, Gordon. . . . . . . Sport, Exercise, and Health: Exploring Sport and Exercise Medicine . . . . S. . . . . . . . . . . . . . . 114 Matheson, Gordon. . . . . . . Sport, Exercise, and Health: Exploring Sport and Exercise Medicine . . . . W. . . . . . . . . . . . . . . 76 Medoff, Lisa. . . . . . . . . . . . . . Sexuality and Society. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 108 Murray, Anne . . . . . . . . . . . . Love as a Force for Social Justice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 72 Zaroff, Lawrence . . . . . . . . . Becoming a Doctor: Readings from Medical School, Medical Training, Medical Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 36 Iberian & Latin American Cultures. . . . . . . . . Briceno, Ximena. . . . . . . . . . The Animal Within: Animals in Modern Latin American Narrative. . . . . . . A. . . . . . . . . . . . . . . . 19 Ruffinelli, Jorge. . . . . . . . . . The Millenium Novel in Latin America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 58 Wiedemann, Lyris . . . . . . . . Spaces and Voices of Brazil Through Film. . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 37 International Relations . . . . . . . . . . . . . . . . . . Naylor, Rosamond. . . . . . . . Food and Security. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 34 Stedman, Stephen . . . . . . . Food and Security. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 34 Jewish Studies. . . . . . . . . . . . . . . . . . . . . . . . . . Fonrobert, Charlotte. . . . . . Religion and Politics: Comparing Europe to the United States. . . . . . . . . .W. . . . . . . . . . . . . . . 66 Language Center. . . . . . . . . . . . . . . . . . . . . . . . Prionas, Eva . . . . . . . . . . . . . Modern Greece in Film and Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 37 Wiedemann, Lyris . . . . . . . . Spaces and Voices of Brazil Through Film. . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 37 Law. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Asimow, Michael . . . . . . . . . Law and Popular Culture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 58 Ford, Richard . . . . . . . . . . . . Law and Inequality: An Introduction to American Civil Rights Law. . . . . . W. . . . . . . . . . . . . . . 59 Strnad, James . . . . . . . . . . . Depth Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 38 Linguistics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Anttila, Arto. . . . . . . . . . . . . . Languages, Dialects, Speakers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 93 Clark, Eve . . . . . . . . . . . . . . . Living with Two Languages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 93 Kay, Martin . . . . . . . . . . . . . . Translation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 38 Podesva, Rob. . . . . . . . . . . . Spoken Sexuality: Language and the Social Construction of Sexuality. . W. . . . . . . . . . . . . . . 59 Traugott, Elizabeth. . . . . . . The Language of Comics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 60 Zwicky, Arnold. . . . . . . . . . . The Language of Comics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 60 Management Science & Engineering . . . . . . Hecker, Siegfried. . . . . . . . . Nuclear Weapons, Energy, Proliferation, and Terrorism . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 109 Savage, Sam. . . . . . . . . . . . . The Flaw of Averages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 39 Weyant, John. . . . . . . . . . . . International Environmental Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 74 Materials Science & Engineering. . . . . . . . . . Dionne, Jennifer . . . . . . . . . Science of the Impossible. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 94 Sinclair, Robert . . . . . . . . . . Japanese Companies and Japanese Society. . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 110 Mathematics. . . . . . . . . . . . . . . . . . . . . . . . . . . . Finn, Robert . . . . . . . . . . . . . Capillary Surfaces: Explored and Unexplored Territory. . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 110 Wieczorek, Wojciech. . . . . . Mathematics of Knots, Braids, Links, and Tangles. . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 74 Mechanical Engineering . . . . . . . . . . . . . . . . . Banerjee, Shilajeet . . . . . . . Think Like a Designer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 21 Beach, David. . . . . . . . . . . . . Product Realization: Making is Thinking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 111 Cutkosky, Mark. . . . . . . . . . . Renaissance Machine Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 94 Edelman, Jonathan . . . . . . Product Realization: Making is Thinking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 111 Kohn, Marlo . . . . . . . . . . . . . Product Realization: Making is Thinking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 111 Okamura, Allison. . . . . . . . . Haptics: Engineering Touch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 20 Pruitt, Beth. . . . . . . . . . . . . . How Stuff Is Made. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 20 Su, Lester. . . . . . . . . . . . . . . . The Worldly Engineer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 111 Wilde, Douglass. . . . . . . . . . Teamology: Creative Teams and Individual Development. . . . . . . . . . . . . .A. . . . . . . . . . . . . . . . 39 Medicine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Croke, Jeffrey. . . . . . . . . . . . Dilemmas in Current Medical Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 40 Hoffman, Andrew . . . . . . . . Hormones in a Performance-Enhanced Society . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 21 Jones, Henry. . . . . . . . . . . . Dilemmas in Current Medical Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 40 Kao, Peter. . . . . . . . . . . . . . . Respiration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 40 Laws, Ami . . . . . . . . . . . . . . . Human Rights and Health. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 112 McConnell, Michael. . . . . . . Seeing (and Tracking) the Heart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 75 Negrin, Robert. . . . . . . . . . . Cancer and the Immune System. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 112 Winograd, Carol. . . . . . . . . . Women and Aging. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 109 Microbiology & Immunology. . . . . . . . . . . . . . Glick, Forrest . . . . . . . . . . . . Photographing Nature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 41 Siegel, Robert. . . . . . . . . . . . Photographing Nature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 41

123

Department Index Department

Faculty

Course Title

Quarter Page

Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Berger, Jonathan. . . . . . . . . The Aesthetics of Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 23 Berger, Karol. . . . . . . . . . . . . The Operas of Mozart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 60 Cai, Jindong. . . . . . . . . . . . . A View from the Podium: The Art of Conducting . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 22 Curran, Sarah. . . . . . . . . . . . Art in the Metropolis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 113 Grey, Thomas. . . . . . . . . . . . Performing America: The Broadway Musical . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 95 Hadlock, Heather . . . . . . . . Women Making Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A. . . . . . . . . . . . . . . . 22 Hinton, Stephen. . . . . . . . . Art in the Metropolis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 113 Kapuscinski, Jaroslaw. . . . Sculpting with Sounds, Images, and Words. . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 23 Neurology & Neurological Sciences . . . . . . . Yang, Yanmin. . . . . . . . . . . . . Intracellular Trafficking and Neurodegeneration . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 95 Neurosurgery. . . . . . . . . . . . . . . . . . . . . . . . . . . Zhao, Heng. . . . . . . . . . . . . . Experimental Stroke. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 75 Obstetrics & Gynecology. . . . . . . . . . . . . . . . . Blumenthal, Paul. . . . . . . . . Perspectives on the Abortion Experience in Western Fiction. . . . . . . . . . . S. . . . . . . . . . . . . . . 113 Orthopedic Surgery . . . . . . . . . . . . . . . . . . . . . Matheson, Gordon. . . . . . . Sport, Exercise, and Health: Exploring Sport and Exercise Medicine . . . . A. . . . . . . . . . . . . . . . 41 Matheson, Gordon. . . . . . . Sport, Exercise, and Health: Exploring Sport and Exercise Medicine . . . . S. . . . . . . . . . . . . . . 114 Matheson, Gordon. . . . . . . Sport, Exercise, and Health: Exploring Sport and Exercise Medicine . . . . W. . . . . . . . . . . . . . . 76 Pathology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Michie, Sara . . . . . . . . . . . . . Lymphocyte Migration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 42 Pediatrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Barr, Donald. . . . . . . . . . . . . Understanding Children’s Health Disparities. . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 61 Patenaude, Bertrand . . . . . Famine in the Modern World: Causes, Consequences, and Remedies . . . A. . . . . . . . . . . . . . . . 42 Philosophy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . De Pierris, Graciela . . . . . . . Skepticism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 96 Friedman, Michael. . . . . . . . Freedom, Community, and Morality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 62 Malmgren, Anna-Sara. . . . . Bounded Rationality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 24 Mints, Grigori . . . . . . . . . . . . What is Truth? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 43 Taylor, Kenneth. . . . . . . . . . The Art of Living. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 61 Physics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cabrera, Blas . . . . . . . . . . . . Understanding Electromagnetic Phenomena . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 96 Chu, Steve. . . . . . . . . . . . . . . Advanced Topics in Light and Heat. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 24 Dimopoulos, Savas. . . . . . . Physics in the 21st Century. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 97 Kachru, Shamit . . . . . . . . . . Frontiers in Theoretical Physics and Cosmology. . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 62 Osheroff, Douglas . . . . . . . . The Technical Aspects of Photography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 97 Zhang, Shoucheng . . . . . . . Science on the Back of the Envelope. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 25 Political Science . . . . . . . . . . . . . . . . . . . . . . . . Davenport, Lauren . . . . . . . The Changing Nature of Racial Identity in American Politics . . . . . . . . . . . A. . . . . . . . . . . . . . . . 25 Fiorina, Morris . . . . . . . . . . . Thinking Like a Social Scientist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 63 Laitin, David. . . . . . . . . . . . . Civil War Narratives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .S. . . . . . . . . . . . . . . . 98 Rutten, Andrew . . . . . . . . . . Law and Order. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 43 Schultz, Kenneth. . . . . . . . . Climate Change and Conflict: Will Warming Lead to Warring?. . . . . . . . . . W. . . . . . . . . . . . . . . 63 Stedman, Stephen . . . . . . . The Rwandan Genocide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 98 Psychiatry & Behavioral Sciences. . . . . . . . . Dhabhar, Firdaus. . . . . . . . . Mind-Body Medicine — A Global Perspective. . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 64 Reicherter, Daryn. . . . . . . . . Fate of Orphans and Vulnerable Children in Sub-Saharan Africa: . . . . . . . The HIV/AIDS Pandemic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 77 Solvason, Hugh . . . . . . . . . . Fate of Orphans and Vulnerable Children in Sub-Saharan Africa: The HIV/AIDS Pandemic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 77 Steiner, Hans . . . . . . . . . . . . Mental Health in Collegiate Athletes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 76 Van Natta, John. . . . . . . . . . Deviants in Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 64 Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Carstensen, Laura. . . . . . . . The New Longevity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 99 Dweck, Carol. . . . . . . . . . . . Self Theories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A. . . . . . . . . . . . . . . . 26 Fernald, Anne. . . . . . . . . . . . Language Acquisition: Exploring the Minds of Children. . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 65 Knutson, Brian. . . . . . . . . . . Amines and Affect. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 65 Markus, Hazel. . . . . . . . . . . . Growing Up in America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 55 Moya, Paula . . . . . . . . . . . . . Growing Up in America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 55 Public Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . Rosston, Greg. . . . . . . . . . . . Public Policy and Personal Finance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 26 Religious Studies. . . . . . . . . . . . . . . . . . . . . . . . Fonrobert, Charlotte. . . . . . Religion and Politics: Comparing Europe to the United States. . . . . . . . . .W. . . . . . . . . . . . . . . 66 Gelber, Hester. . . . . . . . . . . . Mystical Journeys: Beyond Knowing and Reason. . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . 114 Lum, Kathryn. . . . . . . . . . . . Demons, Death, and the Damned: The “Other” and the Otherwordly in America. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 27 Sockness, Brent. . . . . . . . . . Love, Power, and Justice: Ethics in Christian Perspective. . . . . . . . . . . . . . S. . . . . . . . . . . . . . . . 99 Science, Technology, & Society . . . . . . . . . . . McGinn, Robert . . . . . . . . . . Technology in Contemporary Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 44 Slavic Languages & Literatures . . . . . . . . . . . Fleishman, Lazar. . . . . . . . . Russia’s Weird Classic: Nikolai Gogol. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 44 Sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Olzak, Susan. . . . . . . . . . . . . The Roots of Social Protest. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 66 Rosenfeld, Michael . . . . . . . Race and Ethnic Identities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 100 Snipp, C. Matthew. . . . . . . . Inequality in American Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 27 Statistics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sabatti, Chiara. . . . . . . . . . . Riding the Data Wave. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 28 Surgery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chang, James. . . . . . . . . . . . Surgical Anatomy of the Hand: From Rodin to Reconstruction . . . . . . . . . W. . . . . . . . . . . . . . . 78 Fogel, Bruce . . . . . . . . . . . . . Virtual to Real: Fundamentals of Human Anatomy . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 115 Fogel, Bruce . . . . . . . . . . . . . Anatomy in Society. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 78 Krams, Sheri. . . . . . . . . . . . . Current Concepts in Transplantation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 115 Martinez, Olivia . . . . . . . . . . Current Concepts in Transplantation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 115 Srivastava, Sakti . . . . . . . . . Virtual to Real: Fundamentals of Human Anatomy . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 115 Srivastava, Sakti . . . . . . . . . Anatomy in Society. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 78 Theater & Performance Studies. . . . . . . . . . . Djerassi, Carl. . . . . . . . . . . . . Science-in-Theatre: A New Genre? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 68 Freed, Amy . . . . . . . . . . . . . . Dramatic Tensions: Theater and the Marketplace. . . . . . . . . . . . . . . . . . . . . A. . . . . . . . . . . . . . . . 28 Jakovljevic, Branislav. . . . . Law and Drama. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S. . . . . . . . . . . . . . . 100 Rehm, Rush. . . . . . . . . . . . . . Noam Chomsky: The Drama of Resistance. . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 79 Rehm, Rush. . . . . . . . . . . . . . To Die For – Antigone and Political Dissent. . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 67 Smith, Matthew. . . . . . . . . . Inventing Modern Theatre: Buchner and Wedekind. . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 56

124

Faculty Index Faculty

Department

Abrams, Bill. . . . . . . . . . . . . Human Biology. . . . . . . . . . . . . . . . . . . . . . . . . . Human Biology. . . . . . . . . . . . . . . . . . . . . . . . . . Albertelli, Megan. . . . . . . . . Comparative Medicine. . . . . . . . . . . . . . . . . . . . Andersen, Hans. . . . . . . . . . Chemistry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Anttila, Arto . . . . . . . . . . . . . Linguistics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Asimow, Michael. . . . . . . . . Law. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . American Studies . . . . . . . . . . . . . . . . . . . . . . . . Baker, Jack. . . . . . . . . . . . . . Civil & Environmental Engineering. . . . . . . . . Banerjee, Shilajeet. . . . . . . Mechanical Engineering . . . . . . . . . . . . . . . . . . Barr, Avron . . . . . . . . . . . . . . Computer Science . . . . . . . . . . . . . . . . . . . . . . . Barr, Donald. . . . . . . . . . . . . Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pediatrics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Barton, John. . . . . . . . . . . . Civil & Environmental Engineering. . . . . . . . . Civil & Environmental Engineering. . . . . . . . . Beach, David. . . . . . . . . . . . Mechanical Engineering . . . . . . . . . . . . . . . . . . Berger, Jonathan. . . . . . . . . Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Berger, Karol. . . . . . . . . . . . . Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Berlier, Terry. . . . . . . . . . . . . Art & Art History. . . . . . . . . . . . . . . . . . . . . . . . . . Berman, Russell. . . . . . . . . . German Studies. . . . . . . . . . . . . . . . . . . . . . . . . . German Studies. . . . . . . . . . . . . . . . . . . . . . . . . . Bird, Dennis . . . . . . . . . . . . . Geological & Environmental Sciences . . . . . . Blumenthal, Paul. . . . . . . . Obstetrics & Gynecology. . . . . . . . . . . . . . . . . . Boaler, Jo . . . . . . . . . . . . . . . Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bouley, Donna. . . . . . . . . . . Comparative Medicine. . . . . . . . . . . . . . . . . . . . Boxer, Steven. . . . . . . . . . . . Chemistry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Briceno, Ximena . . . . . . . . . Iberian & Latin American Cultures . . . . . . . . . Brutlag, Douglas. . . . . . . . . Biochemistry. . . . . . . . . . . . . . . . . . . . . . . . . . . . Cabrera, Blas . . . . . . . . . . . . Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cai, Jindong. . . . . . . . . . . . . Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Carstensen, Laura. . . . . . . . Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Carter, Steven. . . . . . . . . . . . East Asian Languages & Cultures. . . . . . . . . . . Chamberlain, Page. . . . . . . Environmental Earth Systems Science. . . . . Earth Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . Chang, James. . . . . . . . . . . . Surgery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chu, Steve. . . . . . . . . . . . . . . Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Clark, Eve . . . . . . . . . . . . . . . Linguistics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Corso, Irene . . . . . . . . . . . . . Health Research & Policy. . . . . . . . . . . . . . . . . Croke, Jeffrey. . . . . . . . . . . . Medicine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Curran, Sarah. . . . . . . . . . . . Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cutkosky, Mark . . . . . . . . . . Mechanical Engineering . . . . . . . . . . . . . . . . . . Dai, Hongjie . . . . . . . . . . . . . Chemistry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Daub, Adrian. . . . . . . . . . . . . German Studies. . . . . . . . . . . . . . . . . . . . . . . . . . Davenport, Lauren . . . . . . . Political Science . . . . . . . . . . . . . . . . . . . . . . . . . De Pierris, Graciela. . . . . . . Philosophy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Demarest, David . . . . . . . . . Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dhabhar, Firdaus. . . . . . . . . Psychiatry & Behavioral Sciences. . . . . . . . . . Diffenbaugh, Noah . . . . . . . Environmental Earth Systems Science. . . . . Earth Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . Dill, David . . . . . . . . . . . . . . . Computer Science . . . . . . . . . . . . . . . . . . . . . . . Dimopoulos, Savas. . . . . . . Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dionne, Jennifer . . . . . . . . . Materials Science & Engineering. . . . . . . . . . . Djerassi, Carl. . . . . . . . . . . . . Chemistry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Theater & Performance Studies. . . . . . . . . . . . Dweck, Carol . . . . . . . . . . . . Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Edelman, Jonathan . . . . . . Mechanical Engineering . . . . . . . . . . . . . . . . . . Enge, Per. . . . . . . . . . . . . . . . Aeronautics & Astronautics . . . . . . . . . . . . . . . Felt, Stephen . . . . . . . . . . . . Comparative Medicine. . . . . . . . . . . . . . . . . . . . Fernald, Anne. . . . . . . . . . . . Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fernald, Russell. . . . . . . . . . Human Biology. . . . . . . . . . . . . . . . . . . . . . . . . . Finn, Robert. . . . . . . . . . . . . Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fiorina, Morris . . . . . . . . . . . Political Science . . . . . . . . . . . . . . . . . . . . . . . . . Fishkin, Shelley. . . . . . . . . . English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . American Studies . . . . . . . . . . . . . . . . . . . . . . . . Fleishman, Lazar. . . . . . . . . Slavic Languages & Literatures . . . . . . . . . . . . Fogel, Bruce. . . . . . . . . . . . . Surgery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Surgery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Course Title

Quarter Page

Law, Lawyers, and Justice in Cinema. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 36 Injustice, Advocacy and Courage: The Path of Everyday Heroes. . . . . . . . . W. . . . . . . . . . . . . . . . 73 Animal Use in Biomedical Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 86 Science in the News. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 11 Languages, Dialects, Speakers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 93 Law and Popular Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 58 Law and Popular Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 58 Managing Natural Disaster Risk. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 48 Think Like a Designer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 21 The Business of the Internet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 86 “Give Me the Child Until He is Seven” — The Early Roots of Human Behavior. . A . . . . . . . . . . . . . . . . 33 Understanding Children’s Health Disparities. . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 61 Accessing Architecture Through Drawing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 31 Accessing Architecture Through Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 103 Product Realization: Making is Thinking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 111 The Aesthetics of Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 23 The Operas of Mozart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 60 Introduction to Art Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 47 Modern Conservatives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 17 Contemporary Politics in Germany . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 107 The California Gold Rush: Geologic Background and Environmental Impact . . W. . . . . . . . . . . . . . . . 70 Perspectives on the Abortion Experience in Western Fiction. . . . . . . . . . . . S . . . . . . . . . . . . . . . 113 How Do People Learn Math? What We Know from Research and the Problems that Persist in US Math Classes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 53 Comparative Anatomy and Physiology of Mammals. . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 50 Light and Life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 48 The Animal Within: Animals in Modern Latin American Narrative. . . . . . . . A . . . . . . . . . . . . . . . . 19 Genomics and Medicine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 30 Understanding Electromagnetic Phenomena. . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 96 A View from the Podium: The Art of Conducting. . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 22 The New Longevity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 99 Around the World in Seventeen Syllables: Haiku In Japan, the U.S., and the (Digital) World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 52 Climate Change from the Past to the Future . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 69 Climate Change from the Past to the Future . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 69 Surgical Anatomy of the Hand: From Rodin to Reconstruction. . . . . . . . . . W. . . . . . . . . . . . . . . . 78 Advanced Topics in Light and Heat. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 24 Living with Two Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 93 Introduction to Cross Cultural Issues in Medicine. . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 71 Dilemmas in Current Medical Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 40 Art in the Metropolis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 113 Renaissance Machine Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 94 The What, Why, How and Wow’s of Nanotechnology. . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 84 Gateways to the World: Germany in Five Words . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 107 The Changing Nature of Racial Identity in American Politics. . . . . . . . . . . . A . . . . . . . . . . . . . . . . 25 Skepticism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 96 Making Sense of Strategy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 77 Mind-Body Medicine -- A Global Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 64 The Global Warming Paradox . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 16 The Global Warming Paradox . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 16 Digital Dilemmas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 13 Physics in the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 97 Science of the Impossible. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 94 Science-in-Theatre: A New Genre?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 68 Science-in-Theatre: A New Genre?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 68 Self Theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 26 Product Realization: Making is Thinking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 111 Electric Automobiles and Aircraft. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 29 Globally Emerging Zoonotic Diseases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 105 Language Acquisition: Exploring the Minds of Children . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 65 Neuroethology: The Neural Control of Behavior. . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 73 Capillary Surfaces: Explored and Unexplored Territory. . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 110 Thinking Like a Social Scientist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 63 Mark Twain and American Culture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 89 Mark Twain and American Culture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 89 Russia’s Weird Classic: Nikolai Gogol. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 44 Anatomy in Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 78 Virtual to Real: Fundamentals of Human Anatomy. . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 115

125

Faculty Index Faculty

Department

Fonrobert, Charlotte. . . . . Religious Studies. . . . . . . . . . . . . . . . . . . . . . . . . Jewish Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . Ford, Richard. . . . . . . . . . . . Law. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fox, John. . . . . . . . . . . . . . . . Applied Physics. . . . . . . . . . . . . . . . . . . . . . . . . . Francis, Christopher. . . . . . Environmental Earth Systems Science. . . . . Earth Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . Civil & Environmental Engineering. . . . . . . . . Frank, Curtis. . . . . . . . . . . . . Chemical Engineering . . . . . . . . . . . . . . . . . . . . Freed, Amy . . . . . . . . . . . . . . Theater & Performance Studies. . . . . . . . . . . . Friedman, Michael . . . . . . . Philosophy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Garcia-Molina, Hector . . . . Computer Science . . . . . . . . . . . . . . . . . . . . . . . Garner, Joseph. . . . . . . . . . . Comparative Medicine. . . . . . . . . . . . . . . . . . . . Comparative Medicine. . . . . . . . . . . . . . . . . . . . Geballe, Theodore. . . . . . . Applied Physics. . . . . . . . . . . . . . . . . . . . . . . . . . Gelber, Hester . . . . . . . . . . . Religious Studies. . . . . . . . . . . . . . . . . . . . . . . . . Gillam, Richard . . . . . . . . . . American Studies . . . . . . . . . . . . . . . . . . . . . . . . Gilly, William. . . . . . . . . . . . . Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Glasser, Theodore. . . . . . . . Communication . . . . . . . . . . . . . . . . . . . . . . . . . Glick, Forrest . . . . . . . . . . . . Microbiology & Immunology . . . . . . . . . . . . . . Greely, Henry. . . . . . . . . . . . Genetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Green, Sherril. . . . . . . . . . . . Comparative Medicine. . . . . . . . . . . . . . . . . . . . Grey, Thomas. . . . . . . . . . . . Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hadlock, Heather . . . . . . . . Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hanawalt, Philip . . . . . . . . . Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hanretta, Sean. . . . . . . . . . . History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hecker, Siegfried. . . . . . . . . Management Science & Engineering . . . . . . . Hennessy, John. . . . . . . . . . Computer Science . . . . . . . . . . . . . . . . . . . . . . . Hinton, Stephen . . . . . . . . . Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hoffman, Andrew . . . . . . . . Medicine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Horn, Margo. . . . . . . . . . . . . History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Huestis, Wray. . . . . . . . . . . . Chemistry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jakovljevic, Branislav. . . . . Theater & Performance Studies. . . . . . . . . . . . Jenkins, Nicholas . . . . . . . . English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Johns, Jennifer . . . . . . . . . . Comparative Medicine. . . . . . . . . . . . . . . . . . . . Jones, Henry . . . . . . . . . . . . Medicine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jones, Patricia. . . . . . . . . . . Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Kachru, Shamit . . . . . . . . . . Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Kao, Peter. . . . . . . . . . . . . . . Medicine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Kapuscinski, Jaroslaw. . . . Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Kay, Martin. . . . . . . . . . . . . . Linguistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Knutson, Brian. . . . . . . . . . . Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Kohn, Marlo . . . . . . . . . . . . . Mechanical Engineering . . . . . . . . . . . . . . . . . . Kollmann, Nancy. . . . . . . . . History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Kovacs, Gregory. . . . . . . . . . Electrical Engineering . . . . . . . . . . . . . . . . . . . . Krams, Sheri. . . . . . . . . . . . . Surgery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Laitin, David. . . . . . . . . . . . . Political Science . . . . . . . . . . . . . . . . . . . . . . . . . Laws, Ami . . . . . . . . . . . . . . . Medicine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lee, Thomas. . . . . . . . . . . . . Electrical Engineering . . . . . . . . . . . . . . . . . . . . Levitt, Raymond . . . . . . . . . Civil & Environmental Engineering. . . . . . . . . Lewis, Mark. . . . . . . . . . . . . . History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Libicki, Shari. . . . . . . . . . . . . Chemical Engineering . . . . . . . . . . . . . . . . . . . . Lin, Ludwig. . . . . . . . . . . . . . Anesthesia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Loague, Keith. . . . . . . . . . . . Geological & Environmental Sciences . . . . . . Loesch-Frank, Sara. . . . . . . Chemical Engineering . . . . . . . . . . . . . . . . . . . . Lum, Kathryn. . . . . . . . . . . . Religious Studies. . . . . . . . . . . . . . . . . . . . . . . . . Ma, Jean . . . . . . . . . . . . . . . . Art & Art History. . . . . . . . . . . . . . . . . . . . . . . . . . MaCurdy, Thomas. . . . . . . . Economics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Maher, Katharine. . . . . . . . . Geological & Environmental Sciences . . . . . . Malmgren, Anna-Sara. . . . . Philosophy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mandato, Joseph. . . . . . . . . Bioengineering . . . . . . . . . . . . . . . . . . . . . . . . . . Mao, Wendy . . . . . . . . . . . . . Geological & Environmental Sciences . . . . . . Markus, Hazel. . . . . . . . . . . . Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Marrinan, Michael. . . . . . . . Art & Art History. . . . . . . . . . . . . . . . . . . . . . . . . . Martinez, Olivia. . . . . . . . . . Surgery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

126

Course Title

Quarter Page

Religion and Politics: Comparing Europe to the United States . . . . . . . . . . W. . . . . . . . . . . . . . . . 66 Religion and Politics: Comparing Europe to the United States . . . . . . . . . . W. . . . . . . . . . . . . . . . 66 Law and Inequality: An Introduction to American Civil Rights Law. . . . . . . W. . . . . . . . . . . . . . . . 59 Energy Options for the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . . 8 Multi-Disciplinary Perspectives on a Large Urban Estuary: San Francisco Bay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 88 Multi-Disciplinary Perspectives on a Large Urban Estuary: San Francisco Bay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 88 Multi-Disciplinary Perspectives on a Large Urban Estuary: San Francisco Bay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 88 Art, Chemistry, and Madness: The Science of Art Materials . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 103 Dramatic Tensions: Theater and the Marketplace. . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 28 Freedom, Community, and Morality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 62 Computers and Photography: From Capture to Sharing. . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 12 Introduction to Animal Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 32 Introduction to Animal Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 105 Energy Options for the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . . 8 Mystical Journeys: Beyond Knowing and Reason. . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . 114 Visions of the 1960s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 29 Views of a Changing Sea: Literature and Science . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 83 The Idea of a Free Press. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 50 Photographing Nature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 41 Law and the Biosciences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 106 Horse Medicine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 85 Performing America: The Broadway Musical. . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 95 Women Making Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 22 Maintenance of the Genome. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 10 African History Through Literature and Film . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 18 Nuclear Weapons, Energy, Proliferation, and Terrorism . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 109 Great Discoveries and Inventions in Computing. . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 51 Art in the Metropolis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 113 Hormones in a Performance-Enhanced Society. . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 21 Mad Women: Women and Mental Illness in U.S. History. . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 35 Nutrition and History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 83 Law and Drama. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 100 The Sisters: Poetry and Painting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 46 Blood Cells – The Basics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 69 Dilemmas in Current Medical Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 40 Infection, Immunity, and Global Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 102 Frontiers in Theoretical Physics and Cosmology. . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 62 Respiration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 40 Sculpting with Sounds, Images, and Words. . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 23 Translation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 38 Amines and Affect. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 65 Product Realization: Making is Thinking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 111 Russia in the Early Modern European Imagination. . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 91 Electronics Rocks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 54 Current Concepts in Transplantation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 115 Civil War Narratives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 98 Human Rights and Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 112 Things About Stuff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 15 Managing Complex, Global Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 49 Beijing, Shanghai, and the Structure of Modern China. . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 57 Environmental Regulation and Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 30 The Psychosocial and Economic Ramifications of Critical Illness. . . . . . . . S . . . . . . . . . . . . . . . 101 Environmental Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 106 Art, Chemistry, and Madness: The Science of Art Materials . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 103 Demons, Death, and the Damned: The “Other” and the Otherwordly in America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 27 Darkness in Light: The Filmic Imagination of Horror . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 82 Understanding the Welfare System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 14 Forensic Geoscience: Stanford CSI. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 90 Bounded Rationality. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 24 Medical Device Innovation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 102 Diamonds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 90 Growing Up in America. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 55 Thinking about Visual Attention: From Balzac to Facebook. . . . . . . . . . . . . A . . . . . . . . . . . . . . . . . 9 Current Concepts in Transplantation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 115

Faculty Index Faculty

Department

Matheson, Gordon . . . . . . . Orthopedic Surgery . . . . . . . . . . . . . . . . . . . . . . Human Biology. . . . . . . . . . . . . . . . . . . . . . . . . . Orthopedic Surgery . . . . . . . . . . . . . . . . . . . . . . Human Biology. . . . . . . . . . . . . . . . . . . . . . . . . . Orthopedic Surgery . . . . . . . . . . . . . . . . . . . . . . Human Biology. . . . . . . . . . . . . . . . . . . . . . . . . . Matsumoto, Yoshiko. . . . . . East Asian Languages & Cultures. . . . . . . . . . . McConnell, Michael. . . . . . . Medicine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . McConnell, Susan. . . . . . . . Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . McGinn, Robert . . . . . . . . . . Science, Technology, & Society. . . . . . . . . . . . Medoff, Lisa. . . . . . . . . . . . . . Human Biology. . . . . . . . . . . . . . . . . . . . . . . . . . Michie, Sara . . . . . . . . . . . . . Pathology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Milgrom, Paul. . . . . . . . . . . . Economics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Miller, David . . . . . . . . . . . . . Electrical Engineering . . . . . . . . . . . . . . . . . . . . Miner, Valerie. . . . . . . . . . . . Feminist Studies. . . . . . . . . . . . . . . . . . . . . . . . . Feminist Studies. . . . . . . . . . . . . . . . . . . . . . . . . Feminist Studies. . . . . . . . . . . . . . . . . . . . . . . . . Mints, Grigori . . . . . . . . . . . . Philosophy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Moalli, John . . . . . . . . . . . . . Chemical Engineering . . . . . . . . . . . . . . . . . . . . Monismith, Stephen. . . . . . Environmental Earth Systems Science. . . . . Earth Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . Civil & Environmental Engineering. . . . . . . . . Moya, Paula . . . . . . . . . . . . . English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Murray, Anne . . . . . . . . . . . . Human Biology. . . . . . . . . . . . . . . . . . . . . . . . . . Nagamine, Claude. . . . . . . . Comparative Medicine. . . . . . . . . . . . . . . . . . . . Naimark, Norman. . . . . . . . History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nass, Clifford . . . . . . . . . . . . Communication . . . . . . . . . . . . . . . . . . . . . . . . . Naylor, Rosamond. . . . . . . . Environmental Earth Systems Science. . . . . Earth Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . International Relations. . . . . . . . . . . . . . . . . . . Negrin, Robert. . . . . . . . . . . Medicine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nemerov, Alexander. . . . . . Art & Art History. . . . . . . . . . . . . . . . . . . . . . . . . . Nishimura, Dwight . . . . . . . Electrical Engineering . . . . . . . . . . . . . . . . . . . . Okamura, Allison. . . . . . . . . Mechanical Engineering . . . . . . . . . . . . . . . . . . Olzak, Susan. . . . . . . . . . . . . Sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Osheroff, Douglas. . . . . . . . Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Palumbo-Liu, David . . . . . . Comparative Literature. . . . . . . . . . . . . . . . . . . American Studies . . . . . . . . . . . . . . . . . . . . . . . . Comparative Studies in Race & Ethnicity. . . . Parker, Grant . . . . . . . . . . . . Classics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Parker, Patricia. . . . . . . . . . Comparative Literature. . . . . . . . . . . . . . . . . . . Patenaude, Bertrand . . . . . Pediatrics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pease, Fabian. . . . . . . . . . . . Electrical Engineering . . . . . . . . . . . . . . . . . . . . Peponi, Anastasia-Erasmia. . Classics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pierce, Ryan. . . . . . . . . . . . . Bioengineering . . . . . . . . . . . . . . . . . . . . . . . . . . Podesva, Rob. . . . . . . . . . . . Linguistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Feminist Studies Prionas, Eva. . . . . . . . . . . . . Language Center. . . . . . . . . . . . . . . . . . . . . . . . . Provine, John. . . . . . . . . . . . Electrical Engineering . . . . . . . . . . . . . . . . . . . . Pruitt, Beth. . . . . . . . . . . . . . Mechanical Engineering . . . . . . . . . . . . . . . . . . Rakove, Jack . . . . . . . . . . . . History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rehm, Rush . . . . . . . . . . . . . Theater & Performance Studies. . . . . . . . . . . . Theater & Performance Studies. . . . . . . . . . . . Classics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Reicherter, Daryn. . . . . . . . Psychiatry & Behavioral Sciences. . . . . . . . . . Roberts, Eric. . . . . . . . . . . . . Computer Science . . . . . . . . . . . . . . . . . . . . . . . Robinson, Orrin. . . . . . . . . . German Studies. . . . . . . . . . . . . . . . . . . . . . . . . . Robinson, Paul. . . . . . . . . . . History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Root, Terry . . . . . . . . . . . . . . Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rosenfeld, Michael. . . . . . . Sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rosston, Greg. . . . . . . . . . . . Public Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Economics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roth, Alvin. . . . . . . . . . . . . . . Economics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ruffinelli, Jorge. . . . . . . . . . Iberian & Latin American Cultures . . . . . . . . .

Course Title

Quarter Page

Sport, Exercise, and Health: Exploring Sport and Exercise Medicine . . . . A . . . . . . . . . . . . . . . . 41 Sport, Exercise, and Health: Exploring Sport and Exercise Medicine . . . . A . . . . . . . . . . . . . . . . 41 Sport, Exercise, and Health: Exploring Sport and Exercise Medicine . . . . W. . . . . . . . . . . . . . . . 76 Sport, Exercise, and Health: Exploring Sport and Exercise Medicine . . . . W. . . . . . . . . . . . . . . . 76 Sport, Exercise, and Health: Exploring Sport and Exercise Medicine . . . . S . . . . . . . . . . . . . . . 114 Sport, Exercise, and Health: Exploring Sport and Exercise Medicine . . . . S . . . . . . . . . . . . . . . 114 The Joys and Pains of Growing Up and Older in Japan. . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 14 Seeing (and Tracking) the Heart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 75 Conservation Photography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 47 Technology in Contemporary Society. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 44 Sexuality and Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 108 Lymphocyte Migration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 42 Social Choice and Market Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 87 How Musical Instruments Work. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 87 Imagining Women: Writers in Print and in Person. . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 34 Writing Women’s Lives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 35 Creating the Gendered Story. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 70 What is Truth?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 43 Masters of Disaster. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 31 Multi-Disciplinary Perspectives on a Large Urban Estuary: San Francisco Bay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 88 Multi-Disciplinary Perspectives on a Large Urban Estuary: San Francisco Bay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 88 Multi-Disciplinary Perspectives on a Large Urban Estuary: San Francisco Bay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 88 Growing Up in America. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 55 Love as a Force for Social Justice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 72 Introduction to the Mouse in Biomedical Research. . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 33 A World History of Genocide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 56 Cars: Past, Present, and Future. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 85 Food and Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 34 Food and Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 34 Food and Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 34 Cancer and the Immune System. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 112 The Sisters: Poetry and Painting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 46 Medical Imaging. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 54 Haptics: Engineering Touch. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 20 The Roots of Social Protest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 66 The Technical Aspects of Photography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 97 Comparative Fictions of Ethnicity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 68 Comparative Fictions of Ethnicity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 68 Comparative Fictions of Ethnicity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 68 Classical California. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 49 Shakespeare, Playing, Gender. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 104 Famine in the Modern World: Causes, Consequences, and Remedies. . . . A . . . . . . . . . . . . . . . . 42 Engineering the Micro and Nano Worlds: From Chips to Genes. . . . . . . . . . S . . . . . . . . . . . . . . . . 88 Sappho: Erotic Poetess of Lesbos. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 84 Medical Device Innovation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 102 Spoken Sexuality: Language and the Social Construction of Sexuality. . . W. . . . . . . . . . . . . . . . 59 Spoken Sexuality: Language and the Social Construction of Sexuality. . . W. . . . . . . . . . . . . . . . 59 Modern Greece in Film and Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 37 Engineering the Micro and Nano Worlds: From Chips to Genes. . . . . . . . . . S . . . . . . . . . . . . . . . . 88 How Stuff Is Made. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 20 Revolutionaries and Founders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 57 Noam Chomsky: The Drama of Resistance. . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 79 To Die For – Antigone and Political Dissent. . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 67 To Die For – Antigone and Political Dissent. . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 67 Fate of Orphans and Vulnerable Children in Sub-Saharan Africa: The HIV/AIDS Pandemic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 77 Great Ideas in Computer Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 13 The Brothers Grimm and Their Fairy Tales. . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 18 Gay Autobiography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 92 Environmental Literacy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 10 Race and Ethnic Identities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 100 Public Policy and Personal Finance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 26 Public Policy and Personal Finance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 26 Who Gets What? The New Economics of Matchmaking and Market Design. . . A . . . . . . . . . . . . . . . . 15 The Millenium Novel in Latin America. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 58

127

Faculty Index Faculty

Department

Rutten, Andrew. . . . . . . . . . Political Science . . . . . . . . . . . . . . . . . . . . . . . . . Sabatti, Chiara. . . . . . . . . . . Statistics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Saller, Richard . . . . . . . . . . . Classics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Samoff, Joel. . . . . . . . . . . . . History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . African & African American Studies. . . . . . . . . Savage, Sam. . . . . . . . . . . . . Management Science & Engineering . . . . . . . Schiebinger, Londa. . . . . . . History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Schramm, JD . . . . . . . . . . . . Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Schultz, Kenneth. . . . . . . . . Political Science . . . . . . . . . . . . . . . . . . . . . . . . . Segall, Paul. . . . . . . . . . . . . . Geophysics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Shanks, Michael. . . . . . . . . . Classics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Communication . . . . . . . . . . . . . . . . . . . . . . . . . Shoham, Yoav . . . . . . . . . . . Computer Science . . . . . . . . . . . . . . . . . . . . . . . Siegel, Robert. . . . . . . . . . . . Microbiology & Immunology . . . . . . . . . . . . . . Sinclair, Robert . . . . . . . . . . Materials Science & Engineering. . . . . . . . . . . Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Smith, Matthew. . . . . . . . . . German Studies. . . . . . . . . . . . . . . . . . . . . . . . . . Theater & Performance Studies. . . . . . . . . . . . Snipp, C. Matthew. . . . . . . . Sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sockness, Brent. . . . . . . . . . Religious Studies. . . . . . . . . . . . . . . . . . . . . . . . . Sohn, Stephen. . . . . . . . . . . English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Asian American Studies . . . . . . . . . . . . . . . . . . Solvason, Hugh. . . . . . . . . . Psychiatry & Behavioral Sciences. . . . . . . . . . Srivastava, Sakti . . . . . . . . . Surgery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Surgery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Stedman, Stephen . . . . . . . International Relations. . . . . . . . . . . . . . . . . . . Political Science . . . . . . . . . . . . . . . . . . . . . . . . . Steiner, Hans . . . . . . . . . . . . Psychiatry & Behavioral Sciences. . . . . . . . . . Strnad, James . . . . . . . . . . . Law. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Su, Lester . . . . . . . . . . . . . . . Mechanical Engineering . . . . . . . . . . . . . . . . . . Suzuki, Yuri. . . . . . . . . . . . . . Applied Physics. . . . . . . . . . . . . . . . . . . . . . . . . . Tallent, Elizabeth. . . . . . . . . English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tambar, Kabir. . . . . . . . . . . . Anthropology. . . . . . . . . . . . . . . . . . . . . . . . . . . . Taylor, Kenneth. . . . . . . . . . Philosophy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tessler, Shirley. . . . . . . . . . . Computer Science . . . . . . . . . . . . . . . . . . . . . . . Thompson, Stuart. . . . . . . . Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Traugott, Elizabeth. . . . . . . Linguistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Valdes, Guadalupe . . . . . . . Comparative Studies in Race & Ethnicity. . . . Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chicana/o-Latina/o Studies . . . . . . . . . . . . . . . Van Natta, John. . . . . . . . . . Psychiatry & Behavioral Sciences. . . . . . . . . . Vermeule, Blakey. . . . . . . . . English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vinograd, Richard. . . . . . . . Art & Art History. . . . . . . . . . . . . . . . . . . . . . . . . . Weyant, John. . . . . . . . . . . . Management Science & Engineering . . . . . . . Wieczorek, Wojciech. . . . . . Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wiedemann, Lyris. . . . . . . . Language Center. . . . . . . . . . . . . . . . . . . . . . . . . Iberian & Latin American Cultures . . . . . . . . . Wiederhold, Gio. . . . . . . . . . Computer Science . . . . . . . . . . . . . . . . . . . . . . . Wigen, Karen . . . . . . . . . . . . History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wilde, Douglass. . . . . . . . . . Mechanical Engineering . . . . . . . . . . . . . . . . . . Winograd, Carol. . . . . . . . . . Medicine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wittman, Laura . . . . . . . . . . French & Italian. . . . . . . . . . . . . . . . . . . . . . . . . . Wolak, Frank. . . . . . . . . . . . . Economics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wolfe, Mikael . . . . . . . . . . . . History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wong, Philip. . . . . . . . . . . . . Electrical Engineering . . . . . . . . . . . . . . . . . . . . Yang, Yanmin . . . . . . . . . . . . Neurology & Neurological Sciences . . . . . . . . Younger, Jarred. . . . . . . . . . Anesthesia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Zaroff, Lawrence. . . . . . . . . Human Biology. . . . . . . . . . . . . . . . . . . . . . . . . . Zhang, Shoucheng . . . . . . . Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Zhao, Heng. . . . . . . . . . . . . . Neurosurgery. . . . . . . . . . . . . . . . . . . . . . . . . . . . Zwicky, Arnold. . . . . . . . . . . Linguistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Course Title

Quarter Page

Law and Order. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 43 Riding the Data Wave. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 28 The Roman Empire: Its Grandeur and Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 11 The Roman Empire: Its Grandeur and Fall . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 11 South Africa: Contested Transitions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 72 South Africa: Contested Transitions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 72 The Flaw of Averages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 39 Gendered Innovations in Science, Medicine, and Engineering . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 71 Leading Out Loud: an Exploration of Leadership Communication Through an LGBT Lens. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 108 Climate Change and Conflict: Will Warming Lead to Warring?. . . . . . . . . . . W. . . . . . . . . . . . . . . . 63 Predicting Volcanic Eruptions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 91 Eight Great Archaeological Sites in Europe. . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 32 Eight Great Archaeological Sites in Europe. . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 104 Cars: Past, Present, and Future. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 85 Can Machines Know? Can Machines Feel? . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 12 Photographing Nature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 41 Japanese Companies and Japanese Society. . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 110 Japanese Companies and Japanese Society. . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 110 Inventing Modern Theatre: Buchner and Wedekind. . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 56 Inventing Modern Theatre: Buchner and Wedekind. . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 56 Inequality in American Society. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 27 Love, Power, and Justice: Ethics in Christian Perspective. . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 99 Graphic Novels Asian American Style. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 55 Graphic Novels Asian American Style. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 55 Fate of Orphans and Vulnerable Children in Sub-Saharan Africa: The HIV/AIDS Pandemic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 77 Anatomy in Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 78 Virtual to Real:Â Fundamentals of Human Anatomy. . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 115 Food and Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 34 The Rwandan Genocide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 98 Mental Health in Collegiate Athletes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 76 Depth Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 38 The Worldly Engineer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 111 Functional Materials and Devices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . . 8 Contemporary Women Fiction Writers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 16 Secularism and Its Critics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 46 The Art of Living . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 61 The Business of the Internet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 86 Sensory Ecology of Marine Animals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . . 9 The Language of Comics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 60 Growing Up Bilingual. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 51 Growing Up Bilingual. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 51 Growing Up Bilingual. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 51 Deviants in Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 64 Sports and The Meaning of Life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 89 The Portrait: Identities in Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 82 International Environmental Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 74 Mathematics of Knots, Braids, Links, and Tangles . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 74 Spaces and Voices of Brazil Through Film. . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 37 Spaces and Voices of Brazil Through Film. . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 37 The Business of the Internet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 86 Mapping the World: Cartography and the Modern Imagination . . . . . . . . . A . . . . . . . . . . . . . . . . 19 Teamology: Creative Teams and Individual Development . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 39 Women and Aging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 109 Narrative Medicine and Near-Death Experiences . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 17 Energy, the Environment, and the Economy . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 52 Latin American Movies of Revolution. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 92 What is Nanotechnology?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 53 Intracellular Trafficking and Neurodegeneration . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . . 95 Drugs of Abuse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S . . . . . . . . . . . . . . . 101 Becoming a Doctor: Readings from Medical School, Medical Training, Medical Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 36 Science on the Back of the Envelope. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A . . . . . . . . . . . . . . . . 25 Experimental Stroke . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 75 The Language of Comics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. . . . . . . . . . . . . . . . 60

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