All information contained on this Fall 2004 Course List is Subject to change. If conflicts exist, please call the Honors Office at 392-1519.
- A new course, IDH3931 - Critical Thinking Skills - has been added. -- Updated:7/28/2004
- IDH4905 - Rsearching Internships - has been added. -- Updated:7/20/2004
- MAT4930: Financial Derivatives and Random Walks has been added. -- Updated:6/16/2004
- Added course: IDH3931: Engineering and Astronomy in the Archaeology of the Ancients -- Updated:5/22004
- Added course: IDH3931:Contemporary Issues in Technology and Society -- Updated:5/22004
- ALS2931 Fred's Food Factory the Gordon Rule has increased from 2000 words to 6000 words -- Updated:4/12/2004
- IDH2931 - Citizens as Leaders - has been changed to Norman Hall 278. -- Updated:3/29/2004
- Added course IDH 3931 The Tao of Star Trek -- Updated:3/19/2004
- Gordon Rule for ALS2931 Fred's Food Factory corrected from 2000 words to 6000 words. -- Updated:3/19/2004
- Meeting time and location for CLA 3930 Olympic City changed. -- Updated:3/18/2004
- New Course added: IDH 3931 Milestones in the History of Life: Origins and Evolution -- Updated:3/18/2004
AEB3103
Principles of Food and Resource Economics
Credits: 4
Instructor: Drummond, Evan
Meeting Time: MTWR 5, F 5
Meeting Location: FLG 270, MCCB 3108
Gordon Rule: None
Gen Ed: S
AEB 3103 is a comprehensive, introductory economics course with emphasis on the economics of agriculture, the food industry and natural resources in a global context. The course includes both microeconomics and macroeconomics. The microeconomic portion of the course emphasizes production economics and the theory of the consumer. The macroeconomic portion of the course deals with the role of government in a domestic and global environment with particular emphasis on agricultural policy and trade. The Honors section of this course entails a weekly enrichment session that meets on Fridays at the regularly scheduled time slot. This seminar deals with current events, supplements to course topics, and a case study of a major agribusiness firm. There are no extra tests or exams associated with the seminar. Some extra reading is required. The grade from the seminar is based on attendance and participation. It constitutes 20% of the final course grade. Students in the Honors section are expected to complete all requirements of the regular section.
Evan Drummond (a.k.a. The Food Dude) is Professor of Food and Resource Economics and Senior Associate Director of the University Honors Program. His areas of interest include food policy and international economic development. He teaches introductory agricultural economics and is co-author of a book for that course. In his second year at UF he was selected Teacher of the Year by the students of the College of Agriculture and in his first year of eligibility was chosen as the national Teacher of the Year (with more than ten years experience) by the American Agricultural Economics Association.
ALS2931
Biology and Natural History with Fireflies
Credits: 3
Instructor: Lloyd, James E.
Meeting Time: TR 8-9
Meeting Location: EYN 2216
Gordon Rule: Comm - 2000
Gen Ed: B
Please note that the Entomology building (Bldg 970) is located on Natural Area Drive near the Performing Arts Center. You are allowed an extra 15 minutes to get there from your previous class (i.e., firefly class begins at 3:15), and ends at the normal time of 4:55. Time lost from classes is painlessly made up on evening field trips during the semester. This course looks at the biology and natural history of an interesting group of familiar organisms to get a view of major aspects of organismic biological science and how one can approach natural philosophy as a "humanity" for personal satisfaction. Practical work includes field identification, observation, and quantification of firefly signals, flash signal recording and analysis, basic electronics with circuit development and manufacture, museum practice including collecting and curating, and the use and development of identification keys. Attention is given, through texts and discussion, to modern concepts in systematic and evolutionary biology, their historical development, and classical ecology. Texts: A firefly manual by the Professor, a free collection of essays and field and lab project texts and directions distributed over the semester, as required. Students will purchase a "fireflyer's kit" as described on the first day of class. The kit includes a small field guide to insects. There will be afternoon and nocturnal field trips, an optional overnight weekend camping expedition, and other weekend trips, if there is interest. Attendance is required on about five evening field trips during the semester. Grading: Final grade will take into account these elements: attendance, punctuality, and performance/industry/focus in the lab and on nocturnal and afternoon field trips to firefly habitats; several always announced and carefully described quizzes, both open and closed book as described beforehand; and two short term papers on topics that will be discussed, and may involve a variety of firefly topics, including art, poetry, and science, history, and personal biography. Each student will have a portfolio in the Professor's lab, where quizzes, tests, termpapers, and miscellaneous items are accumulated. At the end of the semester the professor will evaluate the portfolios, for industry in and quality of scholarship, and will subjectively assign a grade. (Grades in the past have ranged from C to A, with a couple of Is; about three-quarters received A's, and most of the rest B+'s, not an unreasonable spread for almost exclusively bright and motivated Honors Students!)
James E. Lloyd is Professor of Entomology and has studied fireflies for 40 years in North America, Jamaica, southern Mexico, Thailand, Colombia, and New Guinea. He is completing a natural history monograph and a study manual on North American fireflies, publishes a fireflyer’s journal/magazine, and is developing material and ideas for a firefly museum, for conducting workshops and studying firefly biology.
ALS2931
Fred's Food Factory
Credits: 3
Instructor: Drummond, Evan
Meeting Time: MWF 8
Meeting Location: HUME 119
Gordon Rule: Comm - 6000
Gen Ed: S
Food. Essential for life yet taken for granted by most of us. Issues associated with the production, distribution and consumption of food will be examined from economic, social, political and ethical perspectives within a global context. Some typical issues will include: Why do we pay farmers to not produce? Should we save the family farm? Are we ready for genetically altered food? Do you want to eat irradiated food? Americans are overweight and Somalis are starving--why? Corporate governance in major agribusiness. The course will require regular attendance and participation in topic discussions. Grades will be based on class participation, two papers and two exams.
Evan Drummond (a.k.a. The Food Dude) is Professor of Food and Resource Economics and Senior Associate Director of the University Honors Program. His areas of interest include food policy and international economic development. He teaches introductory agricultural economics and is co-author of a book for that course. In his second year at UF he was selected Teacher of the Year by the students of the College of Agriculture and in his first year of eligibility was chosen as the national Teacher of the Year (with more than ten years experience) by the American Agricultural Economics Association.
ANT2410
Cultural Anthropology
Credits: 3
Instructor: Staff
Meeting Time: MWF 8
Meeting Location: TUR 2306
Gordon Rule: None
Gen Ed: I S
Cultural anthropology will be an introductory, survey course. In this class we will explore how we study cultures and how cultural anthropology fits into the four sub-field approach to anthropology. This class is designed to stimulate your interest in learning more about how cultures have adapted to their environment, what makes cultures unique, how are they similar, and how are they different. Students are encouraged to keep up with the readings and attend class regularly.
ANT3302
Sex Roles
Credits: 3
Instructor: Staff
Meeting Time: T 6, R 6-7
Meeting Location: LIT 117, LIT 117
Gordon Rule: None
Gen Ed: I S
The course will look at societies in cross-cultural perspective, as well as at our own society. Topics include: ¨ The nature-nurture arguments (i.e., the biological versus the cultural determinants of gender roles); ¨ The differences between temperaments, traits, and tasks; ¨ The sexual/gender division of labor in society; ¨ Gender roles by type of society (i.e., foragers, horticulturalists, agriculturalists, pastoralists, pre-industrialists, and industrialists); ¨ Gender equalities and inequalities in social organization, kinship, economics, politics, religion, and business; ¨ Gender and the body; ¨ Gender differences in verbal and non-verbal behavior.
ANT3930
Molecular Genetics and Evolution
Credits: 3
Instructor: Mulligan, Connie
Meeting Time: T 3-5
Meeting Location: LIT 117
Gordon Rule: None
Gen Ed: B
ANT3930 will examine the use of molecular genetic data to investigate the evolution and history of humans. The completion of the human genome sequence has greatly facilitated the application of molecular genetic data to questions of human prehistory. Specifically, variant sites in the human genome can now be identified through a computer search rather than spending months or years in the laboratory. These variant sites can then be used in a number of investigations, such as the reconstruction of past migration events or the detection of admixture or gene flow in a population. Specific topics to be discussed include the emergence of anatomically modern humans in Africa (out-of-Africa vs. multiregionalism), Neanderthal genetics (did we interbreed?), colonization of Europe, and the use of ancient DNA to study human evolution. Application of molecular genetic data to human origin questions will be presented in two course textbooks (The Seven Daughters of Eve by Bryan Sykes and Genetics and the Search for Modern Human Origins by John H. Relethford) while relevant journal articles (course packet) will provide current examples of questions being addressed in the literature. The course meets once a week for three hours and the course format is lecture plus discussion with substantial class participation. Evaluation of student performance is based on class participation, oral presentations, problem sets, regular quizzes, and exams. Although basic molecular biology concepts will be reviewed, some knowledge of DNA structure, Mendelian genetics, and molecular biology is expected. For questions about the course, contact Dr. Mulligan at mulligan@anthro.ufl.edu.
Connie Mulligan is an Assistant Professor in the Department of Anthropology. Her lab looks at human genetic variation in order to reconstruct the evolutionary history and relationships of human populations and human pathogens. She received her PhD from Yale Unversity in 1990 in Molecular Biophysics and Biochemistry. She held postdoctoral and research scientist positions at the Smithsonian Tropical Research Institute and the National Institutes of Health before coming to UF in 2000.
AST2037
Life in the Universe
Credits: 3
Instructor: Gottesman, Stephen
Meeting Time: MWF 5
Meeting Location: BRT 03
Gordon Rule: Comm - 6000
Gen Ed: P
The origin of living organisms is intimately connected with the rest of the universe. From the Big Bang came hydrogen and helium, and from the interiors of stars came the heavier elements such as carbon, nitrogen, and oxygen. Thus, the existence of life on Earth is closely connected with the chemical evolution of the galaxy. When physical and chemical conditions on earth were appropriate, the subsequent biochemical evolution culminating in self-reproducing living organisms was inevitable, according to many scientists. It is clear that we must consider the history of our galaxy, the origin of our solar system, and the early development of the earth. Then, we can discuss ideas about how life evolved from these early environmental conditions. This will allow us to generalize the temporal and physical conditions required for life to form. Do these conditions exist elsewhere in our solar system, and what are the implications of the answer to this question? Having established this framework, we may investigate the possibility of duplicating these features elsewhere in our galaxy. We will need to consider the possibility that stable planetary systems can form around stars, and what the effects of stellar evolution will be on the planetary environment. If planetary systems meeting our criteria are likely, we will consider the probability that an environment will evolve which is favorable for the development of life. Finally, we will attempt to assess some of the environmental factors which may guide the evolutionary development of primitive organisms into intelligent beings. If intelligence appears to be widespread, how can we search for it? What strategies - space exploration, radio transmission of messages, passive listening for intelligent signals (or for unintentionally-radiated clues of an electronically sophisticated civilization) - should be pursued? What efforts in this regard are being made today and are being planned for the near future? Course requirements will include regular attendance and participation in class discussions; periodic, short essays; a mid-term examination; and a final term paper. There will be no final examination. We will consider group projects probably linked to the term paper.
Stephen Gottesman is a Professor of Astronomy. He was trained as a radio astronomer at Jodrell Bank in Great Britain. His special interests include the properties of galaxies, their dynamics, structure and the extent and magnitude of their dark matter. Professor Gottesman is a past chairman of the Department of Astronomy. If students have any questions concerning the course, they are encouraged to e-mail him at: gott@astro.ufl.edu
CHI1120
Beginning Chinese I
Credits: 5
Instructor: Shen, Cynthia
Meeting Time: MTWRF 3
Meeting Location: MAT 251
Gordon Rule: None
Gen Ed: None
As one of the most widely used languages in the world, Chinese is spoken natively by an estimated population of about 1.3 billion. This course teaches the standard Mandarin, which serves as the official language of China and Taiwan and is one of the four official languages in Singapore. In cultivating students' language ability the course will endeavor to integrate the four skills essential in language acquisition: listening, speaking, reading and writing. While providing students with grammatical and structural analysis of language to facilitate a better comprehension, the course will create many occasions for students to communicate in the target language so as to expediate the command of their communication ability in Chinese. Since the Chinese language is intimately related to its culture, cultural implications of the language will be occasionally introduced to enrich the learning experience.
Dr. Cynthia Hsien Shen is a native Chinese speaker. She grew up in Taipei, Taiwan. She was awarded a B.A. degree in Sociology from the National Taiwan University. She pursued her graduate studies in the U.S. She received her M.A. and Ph.D. degrees from the University of Cincinnati and Cornell University respectively. She taught and served in various positions at the Gainesville Chinese School before she joined the Department of African & Asian Languages and Literatures as a lecturer. She also currently serves as the undergraduate coordinator for the Chinese track.
CHM2047
One-Semester General Chemistry
Credits: 4
Instructor: Krause, Jeffrey/Duran, Randy
Meeting Time: MTWF 2, R 5/MTWF 2, R 6/MTWF 7, R 2/MTWF 7, R 3/MTWF 7, R 4
Meeting Location: TUR 1315, MAT 009/TUR 1315, LEI 242/LEI 207, TUR 2303/LEI 207, LEI 142/LEI 207, WEIM 1092
Gordon Rule: None
Gen Ed: P
Note:Engineering students whose majors require a total of eight hours of chemistry credit may enroll in CHM 2047 and its lab with the expectation of fulfilling the remaining four credit requirement with CHM 3120, Analytical Chemistry, and its lab or another approved Chemistry course. Engineering majors that require only one chemistry course (e.g., CHM 2045) [aerospace, computer, electrical, industrial and systems, and nuclear engineering] may enroll in CHM 2047 and its lab to satisfy the chemistry requirement.
Students must have a good (AP, IB) high school chemistry background with an SAT II score of 630 or higher to enroll in this course. At Preview sessions, advisors will verify that these requirements are met. This course is suitable for chemistry and biological science students including those intending medical, dental, and veterinary professions. Good mathematics skills and disciplined, focused study habits help.
The course condenses the usual two-semester sequence of undergraduate general chemistry into a single semester consisting of this lecture course and a companion lab, CHM 2047L, for a total of 5 credit hours (instead of the usual 8 in the two-semester sequence). Although some fundamental knowledge of chemistry is assumed, the course covers most of the general chemistry topics in detail. It fulfills the general chemistry prerequisite so students can begin advanced courses (such as analytical, organic, inorganic, and physical chemistry) earlier than usual.
The course has four lecture days a week and a discussion period each Thursday run by the teaching assistant. The lectures cover the basic principles of chemistry (e.g., atomic theory, bonding, thermodynamics, kinetics, states of matter, etc.) and are supplemented with guest lectures by faculty involved in modern chemical research. The discussion sections are run in smaller groups to allow for more detailed consideration of the material. The course grade is determined by progress tests, a final exam, and homework assignments.
CHM2047L
One-Semester General Chemistry Lab
Credits: 1
Instructor: Smith, Benjamin
Meeting Time: T 8-10/F 8-10/W 8-10/M 8-10/R 8-10
Meeting Location: LEI 238A/LEI 238A/LEI 238A/LEI 238A/LEI 238A
Gordon Rule: None
Gen Ed: P
Laboratory experiments designed to accompany CHM 2047.
Dr. Benjamin Smith received his Ph.D. from the University of Florida in 1977.
CHM3217
One Semester Organic Chemistry
Credits: 4
Instructor: Richards, Nigel
Meeting Time: T R 7-8
Meeting Location: FLI 50
Gordon Rule: None
Gen Ed: None
CHM3217 is a relatively small class that focuses on problem solving based upon understanding of structure and reaction mechanisms. This course is the first part of a CHM 3217-3218 organic/biochemistry class. These two classes together satisfy both organic chemistry and biochemistry requirements for CLAS, IDS, and microbiology majors. It is not accepted by food science or pharmacy. It is accepted by the Junior Honors Medical Program, most Medical schools (State of Florida, Harvard, Chicago, Hopkins, etc.), graduate programs, Vet school, and Dental schools, except the Dental school at the University of Florida. Important Note- You will not be able to register for this course through ISIS on the Honors Registration days (Oct. 23-24). If you would like to register for this course and have the necessary prerequisites, you can e-mail Prof. Kathryn R. Williams before your registration date. Send your name and UF-ID number to krw@chem.ufl.edu. Please indicate the course you wish to be registered for ( i.e. CHM 3217)
Dr. Nigel Richards is a professor in the Chemistry Department. He received his Ph.D. from the University of Cambridge.
CHM3218
Bioorganic Chemistry
Credits: 4
Instructor: Stewart, Jon
Meeting Time: MTWF 6
Meeting Location: FLI 50
Gordon Rule: None
Gen Ed: None
An introduction to the basic concepts of biochemistry and molecular biology from the structural and mechanistic perspective of organic chemistry. Important Note- You will not be able to register for this course through ISIS on the Honors Registration days (Oct. 23-24). If you would like to register for this course and have the necessary prerequisites, you can e-mail Prof. Kathryn R. Williams before your registration date. Send your name and UF-ID number to krw@chem.ufl.edu. Please indicate the course you wish to be registered for ( i.e. CHM 3218)
Dr. Jon Stewart is a professor in the Chemistry Department. He received his Ph.D. from Cornell University in 1991.
CLA3501
Women in Antiquity
Credits: 3
Instructor: Turner, Judy
Meeting Time: MWF 6
Meeting Location: LIT 117
Gordon Rule: Comm - 6000
Gen Ed: H I
Women in ancient Mediterranean world (emphasis upon Greece and Rome) are the subject of the course. The topic remains controversial among ancient historians. Until recently historians did not question the preponderance of our ancient evidence which originates from ancient males (authors, artists, lawmakers) and often reflects a male-biased or vastly distorted view of females. Inscriptional evidence and careful analysis of archaeological and written texts offer a much different, less stereotyped depiction of ancient women. Our course goal is to attempt a more accurate understanding of females in ancient societies. Through use of film, slides, primary and secondary resource readings, and discussion the class will investigate ordinary and extraordinary women from Minoan Greek times through the fall of the Roman Empire. We will explore ancient females' expected and actual societal roles, occupations, and lifestyles. Special attention will be given to study of females in religion since religious involvement (as priestesses or in other sacerdotal capacities) always was one notable way for ancient females to achieve the highest status (and occasionally great independence) in their societies.
Judy Ann Turner (Ph.D. in Ancient History, University of California) was the Andrew Mellon Research/Teaching Fellow at the University of Southern California ’84-’85 and taught at Cal Poly State University ’85-’89. In Florida, she has taught at SFCC (Humanities). She taught for College Year in Athens, summer 1997. At U.F. since 1993, she teaches in the Honors Program and the Classics Dept. An active member of the Archaeological Institute of America, she has served as an officer of the Gainesville Society for ten years. Her publications include an article on sacerdotal women in the Linear B tablets and an article on Greek Priesthoods. She is writing a book on Greek priestesses and ancient cults.
CLA3930
Olympic City
Credits: 3
Instructor: Kapparis, Konstantinos
Meeting Time: T 8, R 8-9
Meeting Location: LIT 117, LIT 117
Gordon Rule: Comm - 6000
Gen Ed: H I
The history of Athens as a modern metropolis seems to be enclosed between these two Olympiads. When the city hosted the first modern Olympic games in 1896, Athens was a pleasant town resting upon the glories of 3 millennia of history, a past that no other city in the world could match. The Olympic games return in 2004, at a time when Athens has grown into a busy metropolis, a colorful and cosmopolitan European capital, a focus of Hellenic culture, and a symbol of the humanity, openness and civilizing presence of the Greek spirit in the eyes of the world. This transition, however, was not painless. The agonies of explosive growth through war, conflict, sudden urbanization, and startling redefinition of identities, values and living standards inspired and challenged the creativity of authors, artists and architects. The result is a mature, exciting and deeply original cultural achievement in many spheres of life, one that builds on the tremendous heritage of the city, but also stands up in its own right as a new, impressive accomplishment of the Hellenic spirit in our times. Our purpose here is to study this achievement. We will study the history, literature, art, architecture and cultural identity of Athens in the period enclosed between the two Olympiads (1896-2004), and we will acquire a deeper insight into modern Greek and European anthropology, politics, history and life. For more information visit the course website at: http://web.clas.ufl.edu/users/kapparis/AOC/Athindex.htm
Dr. Konstantinos Kapparis was educated in the University of Crete, Greece (BA, M. Litt), and the University of Glasgow, Scotland (PhD). He has previously taught literature and history at the University of Glasgow and the Queen's University of Belfast. He is the author of a book on the Attic Orators, a book studying Abortion in the ancient world, and several articles on Classical Athenian Law, constitution and cultural history. Currently he is working in the fields of Ancient Medicine and the social history of classical Athens.
CLT3102
Roman Literature: Gods to Gluttons
Credits: 3
Instructor: Sussman, Lewis A.
Meeting Time: T 5, R 5-6
Meeting Location: HUME 118, HUME 118
Gordon Rule: None
Gen Ed: H I
Roman literature served as the bridge between the brilliant production of Greek civilization and the development of modern Western literature as we now know it. The Roman authors adapted and changed some Greek genres of expression, added a few of their own, and added their own indelible imprint of the complex and sophisticated in which they lived. Subject matter ranged the full measure of the Roman experience: from heroes to whores, goddesses to gladiators, politics to parties. Students will become acquainted with major Roman writers, such as Plautus, Cicero, Catullus, Vergil, Ovid, Petronius, and Tacitus, the important literary movements of the period, and the major literary forms (such as lyric, epic, the novel, drama, and satire). The survival of Roman literature and its impact on modern writing and culture will also form a focus. Background readings, discussion, and audio-video presentations will help to provide the context of the Roman civilization in which this literature flourished.
Lewis A. Sussman, Professor of Classics, received his B.A. from Princeton and his Ph.D. from the University of North Carolina. His special area of research is Roman oratory (on which he has written three books) and the literature of the Augustan Age. He was the recipient of a State University System TIP teaching award.
CLT3930
Ancient Greek Medicine and Literature
Credits: 3
Instructor: Kraut, Bruce
Meeting Time: W 9-11
Meeting Location: HUME 119
Gordon Rule: None
Gen Ed: H I S
Ancient Greece, the birthplace of western civilization, gave us a foundation not only for democracy, law, mathematics and literature, but also for medicine. The medical treatises of Hippocrates offer a unique perspective on the emergence of rational medicine and are just now being fully appreciated as the great milestones of human thought which they represent. The literature of ancient Greece teems with material on death, disease, healing, and the human condition. The Hippocratic corpus helps to shed new light on these texts. This course will review some of the great literary works of ancient Greece, beginning with Homer, Hesiod, and Herodotus, then focusing on the fifth century B.C.E. --the Golden Age--with the dramas of Aeschylus, Sophocles and Euripides. The students will also be provided with numerous excerpts from other contemporary writers, including dramatists, philosophers and historians. Our discussions will navigate back and forth between the works of these literary masters and the medical treatises in elucidating ancient perspectives on health, philosophy and life. The student will gain an understanding and appreciation of Greek literature as well as of various aspects of ancient medical thought and medical practice. The student is not expected to have any preparation in classical languages or in science and medicine, but each student is expected first and foremost to keep up with the reading assignments and also to participate fully in class discussions. There will be periodic, short presentations by each student based on material from the readings and a term paper of the student's choice at the end of the course.
Bruce Kraut received his Ph.D. in Classical Philology from Princeton University and his M.D. from Emory University. He is a former Assistant Professor of Classics at the University of Georgia and is currently an Adjunct Professor of Classics at the University of Florida and a Pediatrician in private practice. His special interests include Greek Drama, Greek Papyri, and Ancient Medicine.
CPO2001
Comparative Politics
Credits: 3
Instructor: O'Dwyer, Conor
Meeting Time: MWF 8
Meeting Location: MAT 2
Gordon Rule: None
Gen Ed: None
This course will provide the tools to analyze, compare, and understand domestic politics in different countries. It will address questions ranging from the broadly theoretical (What are the basic forms of power and authority underpinning different political systems?) to the concrete and practical (What kinds of institutions allow multi-ethnic democracies to manage ethnic conflict?). Drawing on case-study examples primarily from Eastern and Western Europe, we will focus on the development of the fundamental elements of modern political systems: state, ethnicity, nation, market, civil society, democracy, and authoritarianism. Throughout the course, we will pay close attention to interactions between these elements -- for example, between states and markets or between civil society and authoritarian regimes. We will also pay close attention to the role of institutions, such as political parties and constitutional structures, in shaping these interactions.
Conor O'Dwyer is currently an Academy Scholar at the Weatherhead Center for International Affairs at Harvard University. In 2003, he completed his Ph.D. in Political Science at the University of California, Berkeley. His research examines the relationship between party-building and state-building in new democracies, looking specifically at the relationship between party competition and patronage politics in post-Communist Eastern Europe. Other research interests include European Union enlargement, nationalism, party system development, and comparative political economy.
CRW2100
Fiction Writing
Credits: 3
Instructor: Staff
Meeting Time: W 9-11
Meeting Location: MAT 117
Gordon Rule: Comm - 6000
Gen Ed: C
Prerequisite: CRW 1101. The goal of CRW 2100 is to provide student writers with an understanding of how inspiration and technique come together in the writing of fiction. We will examine various forms of fiction in order to understand craft and technique, and the ways in which form can lead to inspiration or inspiration to form. Readings will supply examples of how writers have used these forms to communicate significant experiences; exercises will allow students to experiment with these forms; and open workshops will provide students a place to share their fiction and offer and receive constructive criticism. Substantial participation in the classroom community is expected. For each story read in the workshop, students will prepare a written critique and be ready to offer verbal commentary. Students will write two full-length stories (10 to 15 pages), at least four exercises, and a revision of one of the full-length stories. In addition, readings will be assigned each week. There will be no final examination.
CRW2300
Poetry Writing
Credits: 3
Instructor: Logan, William
Meeting Time: T E1-E3
Meeting Location: TUR 2333
Gordon Rule: Comm - 6000
Gen Ed: C
In this workshop you'll learn some matter-of-fact poetry writing techniques as well as some more fancy ones. You'll also write poems and read some difficult and thrilling poetry of the past and the present. By the end you may be able to say, with Humpty Dumpty, "I can explain all the poems that ever were invented - and a good many that haven't been invented just yet."
William Logan is the author of five books of poems, most recently Vain Empires (Penguin, 1998), one of the Notable Books of 1998 in The New York Times Book Review , and Night Battle (1999). His poems have appeared in the New Yorker , the New Republic , Poetry, the Nation, Harper's, Sewanee Review, Paris Review, and other magazines. His criticism has been collected in All the Rage (Michigan, 1998) and Reputations of the Tongue (Florida, 1999), a finalist for the National Book Critics Circle award in criticism. He is a regular poetry critic for the New York Times Book Review, and in 1988 was awarded the citation for excellence in reviewing by the National Book Critics Circle.
DEP3053
Developmental Psychology
Credits: 3
Instructor: Miller, Scott
Meeting Time: MWF 8
Meeting Location: MAT 102
Gordon Rule: None
Gen Ed: S
The purpose of the course is to introduce students to the major theories, research methods, and empirical findings in the field of psychology. The emphasis will be development during childhood, but there also will be some coverage of psychology of aging. The format of the class sessions will be a mixture of lecture and discussion. The course is intended both for Psychology majors and for interested students from other disciplines.
Required Text: Vasta, R., Miller, S. A., & Ellis, S. (2004). Child Psychology (4th ed.). New York: Wiley.
Scott Miller graduated in 1966 with a BA in psychology. He received his PhD in child development from the University of Minnesota in 1971. He has been a research assistant at Stanford, was a graduate student at the Institute of Child Development at the University of Minnesota, was an assistant professor in psychology at the University of Michigan and has taught for the University of Florida's psychology department since 1977. Dr. Miller is a member of the American Psychological Association, American Psychological Society, the Cognitive Development Society, the Jean Piaget Society and the Society for Research in Child Development. His teaching interests include developmental psychology, research methods in developmental psychology and cognitive development. His current research interests are parent's beliefs about children, children's conceptions of their peers, children's understanding of necessity and uniformity and the theory of mind.
EDF1005
Introduction to Education
Credits: 3
Instructor: Landry, Cheri
Meeting Time: MWF 5
Meeting Location: NRN 0278
Gordon Rule: None
Gen Ed: None
The main purpose of the course is to familiarize prospective educators with historical, societal, and current issues in regard to the teaching profession. For students considering teaching, or wanting an idea of what teaching involves, this would be a very good opportunity to see up close what the profession involves. Students must volunteer 30 hours in a school system during the semester. The guidelines and expectations for this field experience will be provided. All oral and written work is expected to be exemplary. Students will have opportunity to earn bonus points.
ENC3254
Writing for Prelaw Students
Credits: 3
Instructor: Greer, Creed
Meeting Time: MWF 4
Meeting Location: ROL 315
Gordon Rule: Comm - 6000
Gen Ed: C
It is no exaggeration to say that in courts of law people's lives depend on the character of words. It is also true that the livelihood of lawyers depends on their ability to put language to its most productive ends. It is with these ideas that we take up the subject of writing and law. Lawyers are notorious for producing impenetrable documents. On the other hand, some of the most eloquent writing about our society has been set down by attorneys and judges. Our job will be to learn what we can from those well-stated arguments and opinions and to avoid what makes legal writing so notoriously difficult to read. This course is designed to be, in large part, a practical workshop on the most common forms of legal writing. It is also a consideration of the character of legal communication in general. To these ends, we will write three documents: a legal brief, a legal memorandum, and an analytical essay. In writing the first two, we will become familiar with legal research and law library resources. In the analytical essay we will examine how common perceptions of legal institutions are played out in popular venues, such as film or theater, as well as in the media. In all of the writing we will develop the rhetorical skills of argument and persuasion while mastering the basic elements of style. Several field trips, including at least one to the county court and one to the law school's moot court, will show how speaking is integral to this discipline. Hence, our course also has an oral communications component wherein students will learn the basic skills of parliamentary debate.
Creed Greer is a lecturer in the Humanities and Associate Program Director for the Dial Center for Written and Oral Communication. He received his Ph.D. from the University of Florida in 1989. Dr. Greer’s specialties include professional and technical communication, composition, and recent literary theory. Since joining the Dial Center in 1995, he has conducted research in and developed disciplinary writing courses for undergraduate and graduate-level work in law, engineering, sociology, anthropology, psychology, and business administration.
ENC3254
Speaking and Writing for Engineers
Credits: 3
Instructor: Greer/Webster
Meeting Time: MWF 2
Meeting Location: ROL 315
Gordon Rule: Comm - 6000
Gen Ed: C
Note: This course will substitute for ENC 2210, Technical Writing. This course has been expressly designed for engineering students in order to equip you for speaking and writing assignments during your undergraduate coursework and in your future careers in the field of engineering. You will learn valuable techniques and tools that will enable you to become effective communicators of technical material, capable of organizing and expressing your ideas to satisfy the demands of both general and specialist audiences. Your writing and speaking assignments will mirror actual tasks awaiting you both in school and in the field. In the process, you will learn how to become a critical evaluator of your own communication skills by commenting on and evaluating the spoken and written work of your peers in class. Your primary writing assignments include a resumé and a cover letter; a procedural manual; and a final team design proposal. Oral assignments include an interview supporting both your cover letter and resumé; a presentation of your team's proposal; and role-playing as peer reviewers of other team projects.
ENC3254
Writing for PreMed Students
Credits: 3
Instructor: Schafer/Roberts
Meeting Time: T 4, R 4-5/MWF 6
Meeting Location: ROL 315, ROL 315/ROL 315
Gordon Rule: Comm - 6000
Gen Ed: C
Medical professionals have a special obligation to communicate without ambiguity, either in the written or spoken word; they depend on their communication skills to interact productively with other medical experts, their colleagues, clients and their families, and the public at large. This team-taught course will provide students with the opportunity to participate in a range of activities: researching, processing, and sharing medical information with others. Students will learn to do research using medical databases and other research tools, as well as discovering how best to organize and present their findings to other medical professionals or patients. The physician must often act as intermediary between the specialized world of scientific research and the more pragmatic world of the general public; consequently, we will also investigate how best to present technical medical information to the layperson. This course is predicated on the idea that the ability to write and speak clearly are learned skills, not innate talents, which means that better communication can be learned by practice. Students will experiment with a range of communication strategies in class: lectures will be followed by focused written and oral activities that allow students to put theory and strategies into practice. We will read and dissect examples of both good and bad writing in order to learn from them, in addition to examining several types of medical writings: written patient instructions, technical/research papers, case reports, and patient records. Students will also participate in a variety of speaking assignments in class, ranging from impromptu to prepared presentations. We will discuss techniques for improving public speaking, interviewing and listening skills, and patient-doctor communication.
Kellie Roberts and Mickey Schafer are faculty members in the Dial Center for Written and Oral Communication. They believe that effective communication is the foundation for success in the professional world, and have developed a number of successful courses in a variety of disciplines based on this premise. Kellie Roberts, who oversees the oral communication courses in the Dial Center, has been involved with this course for the past two years while also teaching courses designed for engineers and business graduate students. Dr. Schafer’s specialities include medical professional communication, cross-cultural communication, and composition for professionals in various fields.
EXP3104
Sensory Processes
Credits: 3
Instructor: White, Keith
Meeting Time: MWF 3
Meeting Location: PSY 130
Gordon Rule: None
Gen Ed: B
Prereq: PSY 2012 (formerly PSY 2013) and MAC 1140 An introductory survey of the human senses and their role in perception, considering how we sense the physical environment and what factors influence our perception of it. The capacities and the limitations of sight, hearing, touch, taste and smell are explored from physiological and behavioral perspectives. Inasmuch as the phenomena under study can also be experienced, lectures are frequently supplemented with demonstrations and discussions. The aim is to improve understanding of how one's own perceptions may plausibly relate to structures and functions of the nervous system. Evaluation is based on three short objective quizzes (about 6 of the readings) and on three longer tests (about 3 of the readings) with both objective and short essay components. The short quizes partly overlap materials covered on the longer tests. The best quiz score and all three test scores count toward the course grade.
Keith White is an Associate Professor of Psychology with joint/affiliate appointments in the Brain Institute, Clinical and Health Psychology, Electrical Engineering, Ophthalmology, and the Brain Rehabilitation Research Center at the Malcom Randall VA Medical Center. His research areas include visual perception, magnetic resonance imaging, recovery from brain injury and schizophrenia. He can be reached at kdwhite@ufl.edu
FRE2200
Intermediate French 1
Credits: 3
Instructor: Bloom, Rori
Meeting Time: MWF 6
Meeting Location: MAT 9
Gordon Rule: None
Gen Ed: None
Prerequisiste : FRE 1131 or Equivalent (AP/IB/SAT II Score)
Corequisite : FRE 2240
This course is designed to develop students’ skills in French, with special emphasis on reading and writing. The small class size will allow for increased opportunities for student participation as well as more personal attention from the instructor. The honors section will use the same basic materials as other sections of FRE 2200, but we will enhance our understanding of the French language and francophone cultures through a series of supplementary activities. We will use the Internet to embark on “virtual visits” of French and francophone cities, especially Paris, Brussels, Avignon, and Aix-en-Provence (since all are cities in which UF has study abroad programs). We will also take advantage of the activities of the France-Florida Research Institute to involve students in special France-related events on campus. As well, drawing upon the large number of francophone students and faculty at UF, we will invite several guest speakers to class so that students will be able to practice their French in interview situations while gleaning information about francophone cultures in Europe, North America and Africa.
Rori Bloom is an Assistant Professor of French in the Department of Romance Languages and Literatures where she serves as the coordinator of second-year French. She has lived in France for several years (mostly in Paris) and has also spent a summer teaching in Avignon through the UF-en-Provence program. Her research focuses on eighteenth-century French literature, but she enjoys teaching a wide variety of courses including Contemporary French Culture and Short Fiction in French.
FRE2240
Intermediate French Conversation 1
Credits: 2
Instructor: Staff
Meeting Time: TR5
Meeting Location: AND21
Gordon Rule: None
Gen Ed: None
GEO2474
Geography of Now
Credits: 3
Instructor: Comenetz, Joshua
Meeting Time: T 4, R 4-5
Meeting Location: TUR 3012, TUR 3012
Gordon Rule: None
Gen Ed: I S
The geographic foundation of current events includes both human and physical factors. International conflict and cooperation usually involves neighboring states, whose political relationships are determined in part by demographic, cultural, and economic differences. The physical form of the earth's landmasses and related patterns of climate and resource distribution also influence international affairs, as does a state's ability to project power beyond its immediate neighbors. This course will cover the geography of international relations, with a focus on major long-term conflicts and on the geographic background of events in the news at the time the course is offered. The course website is http://www.clas.ufl.edu/users/comenetz/geognow.html
Joshua Comenetz is Assistant Professor of Geography. His research centers around topics in cartography and population geography, ranging from mapping religious affiliation to the connection between natural hazards and population change. He has a PhD from Minnesota. As an instructor he has taught courses in population geography, cartography, Jewish studies, and data quality analysis. Dr. Comenetz's Email address is comenetz@geog.ufl.edu.
GER1130
Beginning German I
Credits: 5
Instructor: Overstreet, Christina
Meeting Time: MTWRF 7
Meeting Location: MAEA 327
Gordon Rule: None
Gen Ed: None
The Department of Germanic and Slavic Studies offers a course for beginners that is radically different from traditional classroom instruction. First, this is an online course. Course materials, texts, exercises, homework, quizzes, and tests are provided in the form of Web pages. This not only saves you money, it also creates an unlimited flexibility for your instructor to provide you with the most current materials by using the Internet as a source of information. However, you are by no means learning the language in isolation. You will meet with your instructor and your classmates five times per week in the Computer Lab. During class time, we work together to discover both the German language and the culture of its native speakers. We will engage in meaningful activities online and offline to facilitate the acquisition of both linguistic and pragmatic aspects. In other words, it is not enough to know what is grammatically correct to effectively communicate with a native speaker. You will also learn what is ‘appropriate’ use of language in specific situations. The teaching and learning resources are provided by a software called WebCT. We will explain to you in class how to become a WebCT user and how to log on to this course. You will also learn that WebCT provides a chat room, a bulletin board, and private Email, all means of communication that we will use. WebCT also allows students to present their research projects. WebCT is very user friendly and you will quickly become familiar with its features. Traditionally, beginning German courses have focused primarily on language skills and taught cultural content as a 5th skill. However, in this new course, culture learning is an integral part of the language learning process from the very beginning. Until now, beginning German courses ambitiously attempted to teach the whole of the German syntax, including subjunctive, indirect speech, all subordinate clauses, infinitive and participle constructions - all in one year's time! In this course, we will cover all elements and aspects of the German main sentence along with the relative clause and the 'daß'-clause. Nothing more! Students who intend to learn all the intricacies of German are able to do so by taking courses on the intermediate and advanced level. For this course, the Internet will serve as a means to discover Germany and German speaking countries. Through the Internet, you can watch German news shows, listen to German radio, read German newspapers, get information about train schedules and about local transportation in every German city. You access and use these services the same way native Germans do. The World Wide Web allows us instantaneous access to information on virtually any topic. The extensive use of the Internet does not replace the hands-on experience provided by studying abroad. The Department of Germanic and Slavic Studies at the University of Florida offers summer programs at the University of Mannheim and opportunities to study one semester or a whole year in Germany and Austria. If you aim to raise your language and intercultural skills to a level required for professional use, plan to study in Germany or a German speaking country -- and to continue the study of the German language and culture at the 2000 and 3000 levels.
Christina Overstreet is a native speaker of German and trained in Foreign Language Pedagogy and Second Language Acquisition. She is the director of the Summer Program at the University of Mannheim and has extensive experience teaching German language and culture at beginning and intermediate levels. Her hobbies and interests include art, European history, philosophy, running and reading.
GLY2010C
Physical Geology
Credits: 4
Instructor: Perfit, Michael
Meeting Time: MWF 4, R 6-7
Meeting Location: WM 210, WM 141
Gordon Rule: Comm - 4000
Gen Ed: P
This course is designed to give Honors students an understanding and appreciation of the materials and processes that have shaped the Earth and continue to affect our natural environment. Emphasis will be placed on the physical and chemical aspects of earth science. The first part of the course deals with the origin and occurrence of the various minerals and rock groups, and I emphasize the dramatic and often devastating aspects of volcanic eruptions. In addition, I spend a significant amount of time discussing the sea floor, ocean ridges, the interior of the earth, earthquakes and mountain building. We will also discuss topics that range from groundwater in Florida to mass extinctions on Earth. I have developed this course over the past ten years to provide Honors students with a solid, global and up-to-date view of the Geosciences. I have limited the class size to about 15 so that I can have maximum interaction with you. Most of you probably do not plan to major in any of the sciences and some will probably admit to being rather "science-phobic." Geology is a science that can be seen and experienced nearly every day and can be appreciated outside the realm of the classroom, long after you have graduated. I have developed this course so that the classroom lectures, outside readings and lab exercises enhance the text and will hopefully capture your attention and imagination. The laboratory section is designed to give you some "hands-on" experiences with geologic materials and data. It is not just a "stand alone" course, but rather one that should compliment the lecture class. Hopefully, we will be able to take a few field trips so that you can experience real geology, not just book and lab geology. I use these written exercises, questions and essays to help teach you to write clearly, succintly and creatively while addressing scientific topics. Through these assignments, I expect you to learn to use the resources in the library, delve into the scientific literature, browse the Web, and investigate certain topics in greater detail than is possible in class. My overall goal is to get you to know a lot more about the Earth, how it works, why it looks like it does, and what we can do to help preserve it.
Michael Perfit is Professor of Geology and specializes in marine geology, geochemistry, and volcanology. He has done field work in the Aleutian Islands, Papau-New Guinea, Hawaii, the Caribbean, Australia, and Colorado. He has participated in numerous oceanographic cruises and submersible dives in ALVIN to depths greater than 8000 feet along the oceanic ridge in the eastern Pacific Ocean. He has published widely in many international journals over the past 20 years.
HIS3931
Imperialism and Gender in Colonial South Asia
Credits: 3
Instructor: Banerjee, Swapna
Meeting Time: T 4, R 4-5
Meeting Location: FLI 121, FLI 121
Gordon Rule: None
Gen Ed: H I
This course traces the connection between Race, Gender, and Empire in the regulation and maintenance of British rule in its colonies, mainly South Asia, in the nineteenth and twentieth centuries. In the past any understanding of imperialism and its colonial ramification was built upon its essentialized “masculine” nature that emphasized domination and control in an unequal power relationship. But scholarship in the past two decades has brought into the fore the critical role played by women, both white (the colonizers) and the native (the colonized), in the process of empire building. To regulate relationships between the colonizer and the colonized the colonial state introduced race and gender- specific ideologies and norms of “manliness” and “femininity.” They were actively propagated, appropriated, internalized, subverted and challenged by men and women of the ruling race and the native population. Through an examination of the imperial policies, such as the British engagement with the nineteenth century “woman question” in India, and the indigenous native responses, we will study their impact on women’s lives. Using films, novels, and other writings by Western and Indian women, the course will trace the connection between Western women and imperialism and closely examine the involvement and activism of European and American women with the nationalist and women’s questions in South Asia.
Swapna M. Banerjee is an assistant professor and graduate faculty in History and an affiliated professor in the Center for Women’s Studies and Gender Research at the University of Florida. She teaches broad survey courses on South Asian/Asian history and offers specialized courses related to colonialism and gender in the context of South Asia. Her research focuses on the history of domesticity and family history with particular reference to subordinate social groups such as women, domestics, and children in colonial Bengal. Her book Men, Women, and Domestic Workers: Articulating Middle Class Identity in Colonial Bengal is forthcoming in May 2004 from the Oxford University Press, New Delhi. Her current research is on children and childhood in colonial Bengal. She has articles and reviews published in the Journal of Social History, Gender and History, and the Journal of Asian Studies.
HIS3931
Jews of Sepharad
Credits: 3
Instructor: Caputo, Nina
Meeting Time: W 7-9
Meeting Location: FLI 113
Gordon Rule: Comm - 4000
Gen Ed: H I
"The Jews of Sepharad" will examine the history, culture, religion, and society of Spanish Jewish communities beginning in the 12th century, and following those communities to selected settlements following the expulsion from Spain in 1492.
Nina Caputo is Assistant Professor of Religion and history. Her research focuses on Iberian Jewry in the High Middle Ages. She has written on Nahmanides, a 13th century rabbi who was important for his contribution to the popularization of Kabbalah, a branch of Jewish mysticism, his participation in a public disputation with a convert from Judaism to Christianity, and for his extensive commentaries on the Bible and Talmud. Since arriving at the University of Florida she has taught classes on Jewish history and on western understandings of the apocalypse.
HIS3931
Zionism and Critics
Credits: 3
Instructor: Hart, Mitchell
Meeting Time: W 6-8
Meeting Location: FLI 121
Gordon Rule: None
Gen Ed: H I
"Zionism and its Critics" explores the history of Jewish nationalism through an engagement with the writings of its advocates and detractors. The goal of the course is to introduce students to the wide variety of opinions and positions that have been advanced about Zionism from its inception in Central Europe in the late nineteenth century. We will focus most of attention on Jewish advocates and critics of the ideology and movement; but we will also look at non-Jewish views, both positive and negative.
Mitchell Hart is an associate professor of modern Jewish and European history. His research focuses on the politics and culture of knowledge and knowledge production. He is the author of a book on Zionism and the social sciences, and is currently researching the history of Jews and narratives of race and health.
HUM2210
Western Humanities 1
Credits: 3
Instructor: Hodges, James
Meeting Time: MWF 4
Meeting Location: LIT 119
Gordon Rule: Comm - 6000
Gen Ed: H I
This section of Honors Humanities is a survey of Western culture from Ancient Greece through the Renaissance, with readings from literature, philosophy, and religion. In addition to selections from the Bible, the course includes The Iliad, plays from Sophocles and Euripides, Plato's Republic, The Aeneid, Dante's Inferno, Machiavelli's The Prince, and Shakespeare's King Lear. Readings about and viewings from Classical, Medieval, and Renaissance architecture, sculpture, and painting are also part of the curriculum. There will be a series of reaction papers required on the assigned readings and a cultural event report.
This section will be taught by James Hodges, Professor of English, Emeritus, from the University of Florida. Professor Hodges, in addition to his thirty-three years on the faculty at UF, has also taught at the Sewanee Military Academy (Tennessee), the University of North Carolina at Chapel Hill, and East Tennessee State University. He holds degrees from Vanderbilt University (B.A. and M.A.) and a Ph.D. from the University of North Carolina, Chapel Hill.
HUM2230
Western Humanities 2
Credits: 3
Instructor: Hodges, James
Meeting Time: MWF 5
Meeting Location: LIT 119
Gordon Rule: Comm - 6000
Gen Ed: H I
This section of Honors Humanities is a survey of Western culture from the Eighteenth Century to the present, with readings from literature, psychology, and philosophy. The course includes Voltaire’s Candide, Goethe’s Faust, Flaubert’s Madame Bovary, Dostoyevski’s Notes from Underground, Ibsen’s A Doll’s House and other plays, T.S. Eliot’s The Waste Land and other poems, Hemingway’s The Sun Also Rises, and Sartre’s No Exit and other plays; also included are Freud’s Civilization and Its Discontents and Jung’s Man and His Symbols. Readings about and viewings from architecture, sculpture, and painting are also part of the curriculum. There will be a series of reaction papers required on the assigned readings and a cultural event report.
This section will be taught by James Hodges, Professor of English, Emeritus, from the University of Florida. Professor Hodges, in addition to his thirty-three years on the faculty at UF, has also taught at the Sewanee Military Academy (Tennessee), the University of North Carolina at Chapel Hill, and East Tennessee State University. He holds degrees from Vanderbilt University (B.A. and M.A.) and a Ph.D. from the University of North Carolina, Chapel Hill.
IDH2931
Business & Leadership Writing
Credits: 3
Instructor: Rangala, Vikram
Meeting Time: T 6-8
Meeting Location: HUME 118
Gordon Rule: Comm - 6000
Gen Ed: C H
Writing in the world of work is not done for a grade or praise, but to inspire action and create relationships. Therefore, a professional writing course cannot focus only on technique. It must also consider the processes and contexts within which an individual document gets written. Much of leadership, in business or anywhere, consists of creating or altering perceived contexts, and guiding others along healthy, meaningful processes. For example, a manager who has repeatedly acted in ways that lessen trust and create resentment cannot write a peppy memo to the troops and reasonably expect it to unite and cheer them. It is likely to backfire unless she remains aware of the other ways in which she has influenced them. Writing assignments will include personal and analytical essays as well as business documents such as memos. While this is not a technical writing course, careful attention to grammar, word choice, and spelling are ways in which writers show care, professionalism, and competence. I will therefore grade written assignments both for technical excellence and for the way in which they show understanding of people, situations, and likely results. Our readings will include topics such as the psychology of persuasion, ethics, and how organizations foster excellence, as well as the writings of successful leaders in a variety of positions and times.
Vikram Rangala is the Honors Writing Coach. He received his BA from Rice University and his MFA in creative writing from UF. He has been named Honors Professor of the Year and also teaches Professional Writing for the Warrington College of Business’ graduate programs.
IDH2931
Magic and Witchcraft
Credits: 3
Instructor: Turner, Judy
Meeting Time: MWF 4
Meeting Location: LIT 117
Gordon Rule: Comm - 4000
Gen Ed: H I
"Magic and witchcraft, the fear of daemons and ghosts, the wish to manipulate invisible powers-- all were very much a part of life in the ancient world." Georg Luck, Arcana Mundi, p. xiii The occult, folklore, mystery cults, oracles, and superstition — the “darker side” of religious experience — impacted the lives of average Greeks and Romans much more profoundly than did the Olympian or “civic” gods. Yet this significant feature of ancient Greek and Roman religious practices receives little or no attention in scholarly studies. This course is an effort to lessen the void in topics of ancient religion available to students. Through the use of films, lectures, reading of ancient sources in translation, and other resources, the course will study origins and practices of ancient magic, witchcraft, shamanism, miracle cures, demonology, necromancy, astrology, alchemy, selected mystery religions, forms of “possession,” and religious ecstasy. We will analyze continuity of and/or modern resurgence of some ancient occult practices and examine some contemporary aboriginal societies which have not abandoned their world of magic, daemons, and spirits. If scheduling can be arranged, expert guest-speakers on topics of the occult, witchcraft, and supernatural phenomena will visit our class. Students' course work will include class discussion, take home quizzes, a midterm, and a final exam (essay style and brief identifications), an oral presentation (5-7 minutes) summarizing the student’s term paper research results, and a 15 page term paper on a relevant topic which the student chooses to explore in depth.
Judy Ann Turner (Ph.D. in Ancient History, University of California) was the Andrew Mellon Research/Teaching Fellow at the University of Southern California ’84-’85 and taught at Cal Poly State University ’85-’89. In Florida, she has taught at SFCC (Humanities). She taught for College Year in Athens, summer 1997. At U.F. since 1993, she teaches in the Honors Program and the Classics Dept. An active member of the Archaeological Institute of America, she has served as an officer of the Gainesville Society for ten years. Her publications include an article on sacerdotal women in the Linear B tablets and an article on Greek Priesthoods. She is writing a book on Greek priestesses and ancient cults.
IDH2931
Writing & Love
Credits: 3
Instructor: Rangala, Vikram
Meeting Time: M 6-8/W 6-8
Meeting Location: HUME 118/HUME 118
Gordon Rule: Comm - 6000
Gen Ed: C H
Writing and loving are similar disciplines requiring similar decisions: a willingness to put aside one’s self, careful attention to detail, a willingness to see people and things as they are and value them, relentless sincerity, a modicum of grace, a sense of humor. Writing and love are both sometimes painful. Both must be done even when we don’t feel like it, even without inspiration. Both are likely to make us embarrass ourselves. This is not a lightweight course, not a support group, not a course in romance fiction, not really about romance at all. Love, in this definition, is not romantic love. It is not a feeling, not something to fall into. It is a verb, a practice, a way of engaging the world; it is a willful action. Most of the problems we face, together and individually, are ultimately problems of how to love: they require us to make better decisions about what to say to each other, how to see each other and ourselves, about what is important, about how to better give of ourselves. Writing is about precisely those decisions. Students will write personal essays weekly. They will also be required to practice writing every day for 10 to 30 minutes. There will be regular, though short, reading assignments, but in this course, the students themselves are the primary text. Whereas in other courses you study a subject, in this course we study ourselves. Weekly essays will be graded rigorously for grammar and style. Students will also be asked to get physical exercise, at their own level and pace, for 30 minutes three times a week.
Vikram Rangala is the Honors Writing Coach. He received his BA from Rice University and his MFA in creative writing from UF. He has been named Honors Professor of the Year and also teaches Professional Writing for the Warrington College of Business’ graduate programs.
IDH2931
Media and Society
Credits: 3
Instructor: Roosenraad, Jon
Meeting Time: T 3, R 3-4
Meeting Location: WEIM 1076, WEIM 1076
Gordon Rule: Comm - 4000
Gen Ed: S
This course will focus on the specific problems of the mass media as well as the role of the media in society. These topics will be presented in a seminar environment by the instructor, with occasional guest lectures and presentations by class members. Grading: There will be a research paper, a midterm exam and a final exam. One component of your grade will be class participation.
Text: Introduction to Mass Communications by Agee, Ault and Emery.
Jon Roosenraad is a professor of journalism and assistant dean for Student Services for the College of Journalism and Communications. He has been on the UF faculty since 1968 and was chair of the journalism department from 1978 to 1994. He has taught courses in writing, editing and media and society. For many years he taught the required Problems and Ethics of Journalism (JOU 4700) course. He is the grader for the Continuing Education correspondence version of this course. He has worked on newspapers in Michigan and Florida. He earned a bachelor’s degree in journalism from the University of Michigan, a master’s degree in journalism from Michigan State University and a Ph.D. in sociology from Florida State.
IDH2931
History of Medicine
Credits: 3
Instructor: Emch-Deriaz, Antoinette
Meeting Time: MWF 2
Meeting Location: LIT 119
Gordon Rule: Comm - 6000
Gen Ed: B H I
This is a lecture and discussion course on special topics in the history of medicine from Greek healers to twentieth-century western physicians. The goal is to illustrate (through the ages and cultures) the different understandings of good health and disease; diagnosis and treatments; prophylaxis and public health measures; patient/physician relations; and medical education. The topics will be specifically chosen to demonstrate how these understandings are linked to evolving physiological and pathological theories as well as to new anatomical and pharmaceutical discoveries. Grading: two in-class exams, one final exam, and one 15- page term paper.
Texts: Anatomical Studies on the Motion of Heart and Blood (primary source); The Greatest Benefit to Mankind; Doctors: the Biography of Medicine; and An Introduction to the Study of Experimental Medicine (primary source).
An intellectual historian, Antoinette Emch-Dériaz received her Ph.D. from the University of Rochester in 1984. She has published a book, Tissot: Physician of the Enlightenment (1992), numerous articles on 18th-century medical and intellectual history, and contributed chapters to several books. Dr. Emch-Dériaz’s research interests include the study of mentality in Europe and of the concept of health and disease in the evolving milieu of absolutist and enlightened societies. She is currently working on the edition of the correspondence between the 18th-century physicians Tissot and Zimmermann to be published by Slatkine Edition in 2005. She has been nominated several times as an Anderson Scholar Faculty.
IDH2931
Citizens as Leaders
Credits: 3
Instructor: Taylor, Colette
Meeting Time: MWF 9
Meeting Location: NRN 2816
Gordon Rule: Comm - 4000
Gen Ed: S
In this course, students learn to view social, economic, and political problems from a leader's perspective, to act on these problems using the praxis of organizing, and to use basic leadership tools to implement change. Students will be exposed to the variety of challenges facing communities in America today and tomorrow. Discussions on the nature of education, civic responsibility and community service with a review of historic and contemporary models will emphasize moral roots of social change. Students will learn how social issues, leadership and community service are intertwined through practical experiences, readings, discussions and critical reflection.
Requirements: The reading will be moderate, but will include a few books, websites and films. Students will write research papers and learn more about using UF libraries for that process.
Dr. Colette Taylor is the Assistant Director of Student Activities/Director of Community Service at UF. Having lived in 48 different states (it's up to you to guess the ones I haven't lived in), she graduated from the University of Florida with a BS in Psychology, a Master's in Counselor Education, and a doctorate in Educational Leadership. After graduating from UF, she took her first professional position at Wake Forest University as a residence director. After spending two cold years there, she made her way back to Florida to work for Nova Southeastern University in Ft. Lauderdale, serving as the Assistant Director of Student Life for Student Activities, where she advised the Student Government Association. She has a wonderful Gator husband and two sons, Devin and Dylan. She loves music, Disney, Comedy Central, Penn and Teller, and spending time with friends and family.
IDH2931
Biological Perspectives
Credits: 3
Instructor: Evans, David
Meeting Time: T 5, R 4-5
Meeting Location: LIT 119, LIT 119
Gordon Rule: Comm - 6000
Gen Ed: B S
For information on this course please visit www.zoo.ufl.edu/dhefish/dheidh.html
IDH2931
American Science Fiction Lit/Film
Credits: 3
Instructor: Gordon, Andrew
Meeting Time: W 9-11
Meeting Location: LIT 119
Gordon Rule: Comm - 6000
Gen Ed: H
Objectives:
1. To survey twentieth-century American science-fiction (SF) literature and film.
2. To develop critical skills in thinking about the role of SF within contemporary American culture. We will consider SF as the literature of science, technology, and change, and as perhaps the most characteristic American literature since 1945, a genre affecting all areas of our popular culture.
3. To develop analytical skills through writing about science-fiction stories and films.
Texts (at Goering's, 1717 NW 1st Avenue, next to Bageland):
Science Fiction: The SFRA Anthology ed. Warrick, Waugh, and Greenberg
Starship Troopers by Robert A. Heinlein (Ace)
Dune by Frank Herbert (Berkley)
The Left Hand of Darkness by Ursula Le Guin (Ace)
The Forever War by Joe Haldeman (Avon)
Neuromancer by William Gibson (Ace)
Snowcrash by Neal Stephenson (Bantam Spectra)
Kindred by Octavia Butler (Beacon)
Screening Space by Vivian Sobchack (Rutgers)
Science Fiction After 1900 by Brooks Landon (Twayne)
A packet of stories and articles (available at Custom Copies and Textbooks, 309 NW 13 St.):
"Birthmark" by Hawthorne, "Star" by Wells, "Machine Stops" by Forster, "Martian Odyssey" by Weinbaum, "Who Goes There?" by Campbell, "Twilight" by Campbell, "Heat Death' by Pamela Zoline, "Minority Report" by Dick, "The Thing in All Its Guises," "Alien and the Monstrous Feminine," "Back to the Future," and sample reaction papers.
Films (viewed in class): The Day the Earth Stood Still, The Thing, 2001, Alien, Blade Runner
Requirements:
1. Ten one-page (200-300 words typewritten) responses on the stories, novels, critical articles, or films. These short responses will be returned with comments but ungraded; everyone gets the credit for doing them. 20%
2. Two papers. Paper 1 about four-five typed pages (1000-1250 words) concerning a novel, story, or film covered in Weeks I-V. Paper 2 six-seven typed pages (1500-1750 words) comparing any two works (novels, stories, or films) from the course. It should show evidence of research from at least three critics. Alternately, with my prior permission, Paper 2 may be a science-fiction story of about ten pages. Paper 1= 25%. Paper 2= 35%.
3. One oral report to the class. Report on an assigned author, novel, or film, or on another author or work of science-fiction literature or film, or on such topics as the Star Trek or Star Wars phenomenon, an SF (science fiction) TV series, SF music, SF comics or magazines, SF in ads; SF videogames, computer games, or role-playing games. Two students may collaborate. Approximately five minutes per person. Required but ungraded. 10%
4. Class attendance and participation. One unexcused absence allowed; after that, have a valid explanation. Each subsequent unexcused absence means three points off your final grade. Each unexcused late entrance or early departure is half an absence. Attendance alone is not enough; everyone is encouraged to participate. 10% .
5. No quizzes, exams, or final exam in this course.
Andrew Gordon is Associate Professor of English and Director of the Institute for the Psychological Study of the Arts (IPSA) at the University of Florida. He has been a Fulbright Lecturer in American Literature in Spain, Portugal, and Serbia, a Visiting Professor in Hungary and Russia, and taught in the UF summer program in Rome. He teaches and writes about contemporary American fiction, Jewish-American fiction, and science-fiction literature and film. His publications include An American Dreamer: A Psychoanalytic Study of the Fiction of Norman Mailer; Psychoanalyses/Feminisms (co-edited with Peter L. Rudnytsky); and Screen Saviors: Hollywood Fictions of Whiteness (co-authored with Hernan Vera). He is a member of the Science Fiction Research Association and has written many essays on science-fiction, including the works of Ursula Le Guin and Samuel R. Delany, and on science-fiction film, especially the films of the Wachowski brothers, Robert Zemeckis, George Lucas, and Steven Spielberg. Visit his homepage at http://web.clas.ufl.edu/users/agordon
IDH3931
Epidemics, Endemics, and the Social Fabric
Credits: 3
Instructor: Emch-Deriaz, Antoinette
Meeting Time: MWF 3
Meeting Location: LIT 119
Gordon Rule: Comm - 6000
Gen Ed: H I S
A lecture course with discussions on the impact epidemic diseases had, and still have, on individuals and their community. From Antiquity to the present, diseases such as leprosy, smallpox, bubonic plague, tuberculosis, syphilis, cholera, typhus, poliomyelitis, malaria, and AIDS have played havoc in people's lives and in society's organization. The scourge of epidemics and endemics will be studied in its medical, ecological, social, and political dimensions. Grading: two in-class exams, one final exam, four book-reviews, one in-class presentation on a specific disease as part of the preparation for a ten-page term paper.
Texts: Man and Microbe (1995); Pox Americana (2001); Breakout (1996); Silent Travelers (1994).
An intellectual historian, Antoinette Emch-Dériaz received her Ph.D. from the University of Rochester in 1984. She has published a book, Tissot: Physician of the Enlightenment (1992), numerous articles on 18th-century medical and intellectual history, and contributed chapters to several books. Dr. Emch-Dériaz’s research interests include the study of mentality in Europe and of the concept of health and disease in the evolving milieu of absolutist and enlightened societies. She is currently working on the edition of the correspondence between the 18th-century physicians Tissot and Zimmermann to be published by Slatkine Edition in 2005. She has been nominated several times as an Anderson Scholar Faculty.
IDH3931
Survivor: Tribal Experiences and Cultural Relativity
Credits: 3
Instructor: Curtis, Matthew
Meeting Time: MWF 3
Meeting Location: HUME 119
Gordon Rule: Comm - 4000
Gen Ed: I S
In recent years the CBS television series, Survivor, has received high viewer ratings and much commercial (and some critical) success. Many viewers eagerly await each week’s episode to see how the contestants of different genders, personalities, ethnic backgrounds, life histories, ages, and occupations interact and communicate with each other. How will they negotiate their individual identities as well as their group “tribal identities”? How will they make decisions, what rules will they create, and who will lead in making the decisions? What secret societies and bonds will develop, and how will the contestants use these relationships to their advantages? How will they divide up daily tasks, and acquire and distribute food and shelter? When anthropologists study human groups, they ask these same questions. Survivor, provides a starting point for examining basic aspects of small-scale human social organization. This course incorporates episodes of Survivor 3 Africa with topical lectures, readings, films, and discussions focused on Africa and more particularly relating to issues such as gender, age, group identity, non-kinship alliances, value of non-kinship ties, food acquisition, human-environmental issues, and health. Survivor provides a forum in which to critically assess the concept of “tribe” as a useful (or not useful) construct to describe social organization among some societies in Africa. In addition, aspects of African archaeology, history, geography, religions, music, art, and popular culture are explored. The course requirements include a map quiz, two non-cumulative exams, and a short research paper.
Matthew C. Curtis is an anthropological archaeologist and Ph.D. Candidate at the University of Florida with a specialization in later Holocene African archaeology. Curtis received a Bachelor of Arts in cultural anthropology with highest honors from the University of California at Santa Barbara in 1992 and a Master of Arts in anthropology and Certificate in African Studies from the University of Florida in 1995. His research interests include the archaeology of ancient complex societies and urbanism in eastern Africa, regional settlement analysis in archaeology, culture contact and interaction, and cultural resource management and education in Eritrea. Since 1997, Curtis has conducted archeological research in the highlands of Eritrea, northeast Africa. During 1999-2000, Curtis was a Fulbright fellow to Eritrea, served as a lecturer in the University of Asmara Department of Archaeology, and directed the Greater Asmara Regional Archaeological Survey Project (GARASP). Curtis returned to Eritrea in 2001 to co-teach the University of Asmara’s archaeological field school and continue regional archaeologocial research with the University of Asmara and National Museum of Eritrea. He is co-author of a recent Antiquity article (Schmidt and Curtis 2001) concerning regional archaeological investigations and the ancient Ona culture of Eritrea.
IDH3931
Freud and Philosophy
Credits: 3
Instructor: Brown, Gayle
Meeting Time: M 11-E2
Meeting Location: HUME 118
Gordon Rule: Comm - 6000
Gen Ed: H I
I originally wanted to call this course “God, Love, Sex and the Meaning of Life: Sigmund Freud versus C.S. Lewis,” but was disappointed to learn the register’s office cannot accommodate course titles longer than 24 characters. Thus, I have settled for the more mundane title “Freud and Philosophy.” Nonetheless, the basic goal of the course is to examine the contrasting worldviews of Sigmund Freud and C.S. Lewis. Both men wrestled with the core questions of human existence: Does God exist? What is love? How ought we to think about sex? What is the meaning of life? Perhaps it was their early life experiences which led them to ponder questions about the purpose and meaning of life. As Harvard psychiatrist Armand Nicholi Jr. has observed: “The early life experiences of Freud and Lewis show a striking parallelism. Both Freud and Lewis, as young boys, possessed intellectual gifts that foreshadows the profound impact they would make as adults. Both suffered significant losses early in life. Both had difficult, conflict-ridden relationships with their fathers. Both received early instruction in the faith of their family and acknowledge a nominal acceptance of that faith. Both jettisoned their early belief system and became atheists when in the teens.” (The Question of God, pp. 34-35.) However, as Nicholi goes on to note, Lewis eventually rejected atheism and whole-heatedly embraced the faith of his childhood. Freud did not. Our question: Why? We will begin the course by reading Lewis’ autobiography, Surprised by Joy in which he speaks frankly about his early life experiences and his later conversion to Christianity. Then we will examine Lewis’ defense of the Christian faith in Mere Christianity. We will also read Lewis’ The Screwtape Letters which is one of his most imaginative works-the book is a series of letters between Screwtape, an experience devil, and his neophyte nephew, Wormwood, who is on assignment to secure the damnation of a certain young man. Lewis’ thought will serve as a background for our analysis of the works of Sigmund Freud. Although Lewis lived nearly a full generation after Freud, it is clear from Freud’s work that it was the Judeo-Christian world view that Freud sought to displace. Freud was, first and foremost, a medical doctor. He sought to give a scientific explanation of the human experience. We begin our study of Freud by reading Basic Freud by Michael Kahn, professor emeritus at the University of California Santa Cruz. This will serve as a general introduction to Freud’s thought. From there, we will examine several of Freud’s classic contributions to Western thought. From there, we will examine several of Freud’s classic contributions to Western thought including Sexuality and the Psychology of Love, Civilization and its Discontents, Totem and Taboo and The Interpretation of Dreams. Students will be expected to complete a 15-20-page term paper. There will be no mid-term or final.
G.M. Brown was born in the South Pacific in the late 1960s. She traveled widely throughout the United States and Europe in her youth. She spent her undergraduate years at George Mason University in Fairfax, Va., graduating in 1991 with bachelor’s degrees in philosophy and psychology. She later moved to Gainesville, where she began graduate studies in philosophy at the University of Florida. She received her Ph.D. in philosophy in 1999, specializing in epistemology and metaphysics. That same year, she was named Graduate Student Teacher of the Year. She has taught a wide-variety of courses in philosophy in both the Honors Program and the Philosophy Department at UF, including ethics, epistemology, metaphysics, the philosophy of religion and the philosophy of science. She also teaches the popular “Tao of Star Trek” course. In addition to philosophy, her academic interests include poetry, literature, archeology, theology, theoretical physics and evolutionary biology.
IDH3931
Ethics: Theory and Practice
Credits: 3
Instructor: Brown, Gayle
Meeting Time: T 11-E2
Meeting Location: HUME 118
Gordon Rule: Comm - 6000
Gen Ed: H I
The aim of this course is to help students reason more clearly and effectively about moral issues. The subject matter of the course can be divided roughly into two parts. First, we want to explore general issues about morality: what is morality? Is there a systematic way of understanding our moral judgements? What principles should we use to decide difficult moral issues? Rachels' book provides a description of the ways in which different moral theories have answered these questions. The second and main part of the course consists of an examination of difficult moral problems such as abortion, euthanasia, capital punishment, and affirmative action. Our focus shall be three-fold. First, we want to see how different moral theories may lead to different conclusions about what the right response is to these problems. Second, we shall aim to be as precise as we can about the arguments supporting these conclusions. Third, we want to critically evaluate these arguments--that is, we want to determine whether they are good arguments or bad arguments. It is important to realize that philosophy is not fundamentally about imparting information; it is about learning to reason more carefully and thoroughly. Thus, the main objective of the course is to improve students' skills in understanding and evaluating arguments.
Required Texts:
James Rachels, The Elements of Moral Philosophy (New York: McGraw-Hill, 1999), third edition.
James E. White, Contemporary Moral Problems (New York: West, 1997), sixth edition.
G.M. Brown was born in the South Pacific in the late 1960s. She traveled widely throughout the United States and Europe in her youth. She spent her undergraduate years at George Mason University in Fairfax, Va., graduating in 1991 with bachelor’s degrees in philosophy and psychology. She later moved to Gainesville, where she began graduate studies in philosophy at the University of Florida. She received her Ph.D. in philosophy in 1999, specializing in epistemology and metaphysics. That same year, she was named Graduate Student Teacher of the Year. She has taught a wide-variety of courses in philosophy in both the Honors Program and the Philosophy Department at UF, including ethics, epistemology, metaphysics, the philosophy of religion and the philosophy of science. She also teaches the popular “Tao of Star Trek” course. In addition to philosophy, her academic interests include poetry, literature, archeology, theology, theoretical physics and evolutionary biology.
IDH3931
Music and Health
Credits: 3
Instructor: Zach, Miriam
Meeting Time: T 5-6, R 6
Meeting Location: MUB 144, MUB 144
Gordon Rule: Comm - 6000
Gen Ed: H I
We will explore the relationship of music and medicine via readings, recordings, lectures, discussions, and musical experiences, investigating the history, theory, and practice of the creative power of music in health care settings. In addition to reviewing music therapy reseach in the medical literature, we will study the work of musicians-physicians, medical problems of perfoming artists, medical histories of composers, and music in hospitals. Students are expected to listen to musical compositions of various styles and genres, be able to identify them by composer, historical context, stylistic and aesthetic characteristics, and their potential use as treatment in clinical application. There will be two tests and a research paper/creative project presentation.
Miriam Zach, Ph.D., Visiting Assistant Professor, is a musicologist, concert organist, and Founding Director of the International Women Composers Library (PO Box 5566, Gainesville, FL 32627-5566). After the University of Chicago she lived in Europe for five years teaching at the Universitat Bielefeld, Germany and performing. In 1992 and 1997 she was named International Woman of the Year by the International Biographical Center in Cambridge, England for her distinguished service to music. Dr. Zach can be reached by Email at minerva@ufl.edu.
IDH3931
People of the Pueblos: Prehistory of the American Southwest
Credits: 3
Instructor: Curtis, Matthew
Meeting Time: MWF 2
Meeting Location: HUME 119
Gordon Rule: Comm - 2000
Gen Ed: I S
This course surveys the archaeology and early history of Native American cultures of the American Southwest (Arizona, New Mexico, Southern Colorado, Southern Utah, and adjacent regions, including Northern Mexico, Baja California, Southeastern California, Southern Nevada, and West Texas). During the first six weeks of the course we will discuss the historic-period Native American cultures of the Southwest from an anthropological perspective, concentrating on aspects of sociopolitical and socioeconomic organization, kinship, and religion. We will focus on the following living/historic cultures: Hopi, Zuni, Taos, Cochiti, Walapai, Yavapai, Havasupai, Mohave, Seri, Mayo, Maricopa, Quechan, Cocopa, Tarahumara/Raramuri, Navaho, and Apache groups. During the last ten weeks of the course we will move back in time, exploring the archaeology of Native American cultures of the Southwest from earliest times to the beginning of the nineteenth century AD. We will examine the major cultural developments and debates concerning the archaeological record, with examples from archaeological sites throughout the Southwest. We will discuss Clovis, Folsom, Archaic, Fremont, Patayan, Hohokam, Mogollon, Sinagua, Casas Grandes, Anasazi, Mimbres, Salado, and other prehistoric culture groups/periods and explore the archaeology of such intriguing sites as Olsen-Chubbuck, Pueblo Bonito, Chaco Canyon, Mesa Verde, Canyon de Chelly, Bandelier, Montezuma Castle, Aztec Ruins, Hovenweep, Snaketown, Grasshopper Pueblo, and Paquime/Casas Grandes, among others. Course requirements include two non-cumulative exams and one short research paper.
Matthew C. Curtis is an anthropological archaeologist and Ph.D. Candidate at the University of Florida with a specialization in later Holocene African archaeology. Curtis received a Bachelor of Arts in cultural anthropology with highest honors from the University of California at Santa Barbara in 1992 and a Master of Arts in anthropology and Certificate in African Studies from the University of Florida in 1995. His research interests include the archaeology of ancient complex societies and urbanism in eastern Africa, regional settlement analysis in archaeology, culture contact and interaction, and cultural resource management and education in Eritrea. Since 1997, Curtis has conducted archeological research in the highlands of Eritrea, northeast Africa. During 1999-2000, Curtis was a Fulbright fellow to Eritrea, served as a lecturer in the University of Asmara Department of Archaeology, and directed the Greater Asmara Regional Archaeological Survey Project (GARASP). Curtis returned to Eritrea in 2001 to co-teach the University of Asmara’s archaeological field school and continue regional archaeologocial research with the University of Asmara and National Museum of Eritrea. He is co-author of a recent Antiquity article (Schmidt and Curtis 2001) concerning regional archaeological investigations and the ancient Ona culture of Eritrea.
IDH3931
Age of the Blockbuster
Credits: 3
Instructor: Peterson, Dana
Meeting Time: T 4-6, R 5
Meeting Location: HUME 119, HUME 119
Gordon Rule: None
Gen Ed: H
This course examines American popular culture in the Age of the Blockbuster. Beginning in the mid-1970s--Steven Spielberg released Jaws on June 30, 1975; Stephen King published his first novel, Carrie, in 1974; George Lucas launched Star Wars in May 1977--the Age of the Blockbuster heralded America's current obsession with bigger, louder, and richer. This section of IDH 3931 will ask students to think critically about American popular culture in last quarter of the twentieth century. Students, therefore, should be interested in learning more about who "we" are, and in turn, be willing to consume as much "culture"--i.e., movies, books, TV, music, sports, advertising--as they can. Students will also be expected to share these experiences in classroom discussions and presentations. Course requirements include a series of reading responses/journals and a group project.
Dana H. Peterson is on parole for a variety of offenses committed on his (unfortunately under-publicized) nationwide 1985 crime spree that ended just outside Dollyland in Tennessee. He currently teaches at the University of Florida under his mother’s maiden name, Staff. Highly regarded for the level of expertise he brings to a variety of subjects, Dr. “Staff” also directs the AIM Program, the university’s initiative to assist disadvantaged students achieve at UF. Please feel free to e-mail your questions to peterson@ufl.edu.
IDH3931
Introduction to Forensic Anthropology
Credits: 3
Instructor: Walsh-Haney, Heather
Meeting Time: T 2, R 2-3
Meeting Location: HUME 118, HUME 118
Gordon Rule: Comm - 2000
Gen Ed: S
Forensic anthropology, an applied subfield of biological anthropology, is a science that utilizes methods developed in skeletal biology, archaeology, and other forensic sciences to solve cases of medico-legal significance. This course is a three-credit class designed to present how forensic anthropologists help resolve modern and historic crimes both in the laboratory and the field. Students will be introduced to the techniques that forensic anthropologists use to recover and identify individuals who died as a result of war, suicide, homicide, accidents, and mass disasters. Specifically, class lectures, assigned readings, and films will be used to enhance the students’ understanding of Forensic Anthropology.
Required Text:
Byers S.N. 2002. Introduction to Forensic Anthropology: A Textbook. Boston: Allyn & Bacon. ISBN: 020532181X
Maples W. R. and Browning M. 1995. Dead Men Do Tell Tales: Strange and Fascinating Cases of a Forensic Anthropolgist. New York: Bantam Doubleday Publishing Group. ISBN: 0385479689
Iserson, K.V. 2001. Death to Dust: What Happens to Dead Bodies? 2nd Edition. Galen Pr. Ltd. ISBN: 1883620228
Exams: There will be three cumulative exams that cover material from lectures, assigned readings, and films presented in class. Each exam will consist of multiple choice, true or false, fill in the blank and short essay questions. Make-up exams will only be allowed with a valid excuse.
Attendance: It is mandatory that you attend class and arrive on time!
Heather Walsh-Haney is a Doctoral Student at the University of Florida. Her dissertation research focuses on biomechanical and age related chages in the postcranial skeleton and, specifically, how those changes relate to joint surface area, joint excursion, and diaphyseal cross-section. Mrs. Walsh-Haney previously worked as a laboratory assistant for Dr. William R. Maples from 1995 through 1997, and in that capacity she assisted Dr. Maples with the analysis of the postcranial remains of the victims from the ValuJet mass fatality. Currently, she is a graduate assistant and laboratory technician for the C.A. Pound Human Identification Laboratory for Dr. Anthony Falsetti. She is also a member of the U.S. Public Health Services DMORT Team for Regional Four, with whom she was most recently deployed to assist in the recovery process following the September 11, 2001 terrorist attacks at the World Trade Center.
IDH3931
Medical Greek
Credits: 3
Instructor: Kraut, Bruce
Meeting Time: W 5-7
Meeting Location: HUME 119
Gordon Rule: None
Gen Ed: H
This course will introduce students to the Ancient Greek language through readings in Ancient Greek Medical Texts, with an emphasis on the works of Hippocrates. Students will learn enough Greek vocabulary, syntax and grammar to translate selected passages from the Hippocratic Treatises, while the remainder of each treatise chosen will be read in English and discussed. This is not an etymology or medical terminology course. This course does not fulfill any part of the CLAS or Journalism language requirements.
Bruce Kraut received his Ph.D. in Classical Philology from Princeton University and his M.D. from Emory University. He is a former Assistant Professor of Classics at the University of Georgia and is currently an Adjunct Professor of Classics at the University of Florida and a Pediatrician in private practice. His special interests include Greek Drama, Greek Papyri, and Ancient Medicine.
IDH3931
Current Issues in Higher Education
Credits: 3
Instructor: Mastrodicasa, Jeanna
Meeting Time: R 9-11
Meeting Location: LIT 119
Gordon Rule: Comm - 6000
Gen Ed: I S
College campuses are simply a microcosm of society as a whole, yet institutions of higher education face unique challenges and issues. This course will discuss current issues in higher education, including merit scholarships (such as Bright Futures), town-gown relations, types of universities, admissions, diversity issues, intercollegiate athletics, student attitudes and perceptions, and more. This class will be of particular interest for education, political science, or journalism majors, but any student who likes to discuss current events or the complicated issues facing society will enjoy this class. This class uses WebCT as a teaching medium with an interactive discussion board, so students should have a working Email and internet browser. This class combines lectures and class discussions, as well as a few out of class experiences. Requirements: The reading will include a few books and reading the Chronicle of Higher Education each week. There is one test and two short research papers (8 pages each) for this class.
Jeanna Mastrodicasa is the Associate Director of the Honors Program at UF. An avid old school hip hop fan, Jeanna enjoys hearing herself pontificate about higher education and many other unrelated topics such as politics, travel, and cooking. She hopes to finish her Ph.D. in Higher Education Administration at UF in spring 2004. While at UF, she has served as the Assistant Dean of Students for Orientation and as an academic advisor/pre-law advisor in the College of Liberal Arts and Sciences. She earned a Master of Science degree in College Student Personnel from the Leadership Studies Unit in the College of Education at the University of Tennessee. She also holds a J.D. and a A.B.J. from the University of Georgia. Interested students can e-mail Jeanna at jmastro@ufl.edu with questions, or can argue the historical significance of the Beastie Boys.
IDH3931
The Tao of Star Trek
Credits: 3
Instructor: Brown, Gayle
Meeting Time: W 11-E2
Meeting Location: HUME 118
Gordon Rule: Comm - 6000
Gen Ed: None
Our general aim in this course is to explore various philosophical issues through the medium of science fiction. We will be spending the semester in the place where philosophy and science fiction intersect. Science fiction affords us an excellent venue for philosophical exploration. Some of the best philosophy is driven by thought-experiments-imaginary scenarios that are designed to illuminate some difficult philosophical question. For example, we might imagine that you and I were to switch brains, or that a transporter mishap results in the fusi