201 23048 M W F 08:30 AM - 09:30 AM Edwards,Ronald Lincoln Park
EVOLUTIONARY BIO AT THE MOVIES
The course addresses movies as representatives of human concerns. Students are required to watch films as homework, and course time is reserved for analysis through discussion, responsive writings, presentations, and peer review. The main activity of the class is to research and present the connections between a specific set of biological information with a specific set of films.
All narrative (story-telling) concerns, values and inherent conflicts among people; these values and inherent conflicts arise from the confluence of nature and culture. This course provides a means to investigate that confluence using a specific form of narrative (cinema) and a specific model for human behavior (sociobiology, evolutionary psychology). Both of these terms, "human nature" and "culture," are often mentioned but rarely used critically. In this course, they are given close, disturbing scrutiny. The goal is to move beyond the traditional and non-productive construction of Nature/Nurture and for the students to begin the life-long process of individually constructing how biology and values are intertwined in the context of culture.

202 23049 M W F 08:30 AM - 09:30 AM Ward,Jule Lincoln Park
CHILDCARE DILEMMA
This course focuses on the current childcare debate. Historic evidence indicates that the definition of the “good” parent differs according to era and culture. Today, American society still clings to a family model in which childcare is a woman’s responsibility. Some scholars suggest that behind the rhetoric of maternal responsibility lie issues of power, resources, and control. Since the late twentieth century this awareness has lead to a call for equalitarian parenting in which fathers share in their children’s care. The course will examine the challenges to this hope. A second childcare-related problem has arisen with the rising numbers of children living in single-parent homes. Yet, recent widely-acclaimed welfare reform has meant that single parents are being forced into the workplace taking jobs at wages that cannot provide childcare costs.
During this course, we will explore this debate by becoming acquainted with various ideologies of childcare across a wide historical and cultural spectrum. Through class discussion and through writing, the students will develop concepts about the true needs of children and about models of childcare which meet those needs. We will also develop methods the class believes might begin to implement such models.

203 23050 M W F 08:30 AM - 09:30 AM Ross,Judithrae E Lincoln Park
THE FIX IS IN
“The Fix is in…” explores the history, evolution and future of Cook County and Chicago government. In addition to learning who did what to whom, this class explores why and how Cook County’s alliance between government and political party works, perhaps well, and will that alliance will continue to function in the future. This seminar also features guest speakers, and a walking tour of Chicago’s politico/historical spots.

204 23051 M W F 09:40 AM - 10:40 AM Melford,Sara J Lincoln Park
FOCUS ON CLIMATE
The central theme for this focal point seminar is climate change, the delicate physical balance that exists between "ice age" and "greenhouse" climate conditions, and the social or other consequences that could accompany significant climate changes. Approximately a third to a half of the course will involve the scientific study of climate change and will use primary literature to try to assess our present condition. Colleen McCullough's book: A Creed for the Third Millenium will be used to start the discussion of the human side of climate change in the vein that On the Beach and Alas, Babylon started a past generation thinking about the human consequences of a nuclear conflict.
Throughout the course, the students will be asked to write short papers primarily addressing the book and scientific papers. In a final, longer paper, the student will be asked to reflect upon how his or her thinking has changed because of the book and/or discussion about climate change. Small group oral presentations concerning historical, psychological, social, ethical, religious or other approaches to potential consequences of climate change will be the third major tool for student evaluation in this course.

205 23052 M W F 09:40 AM - 10:40 AM O'Brien,Jill L Lincoln Park
CLOSE PERSONAL RELATIONSHIPS
Course Description and Methodology: This course explores close personal relationships, whether voluntary (friendships, intimate relationships) or non-voluntary (familial or work relationships), as variously constituted within heterosexual, lesbian, gay, multicultural, or multiracial unions. Close relationships impact the quality of human life and both influence and derive from our values, attitudes, ideas, and behaviors. What kinds of relationships do we fashion? How do relationships aid or constrain our development and happiness? What do we know about friendship and social support, love and intimacy, relationship maintenance, or conflict? How does the quality of personal relationships produce societal effects? What ills are associated with the inability to create and maintain close personal relationships across the lifespan? Jean Vanier claims human intimacy is “proximity that liberates,” but is that too sanguine a view? The focus of this class is cross-disciplinary and multicultural. Through readings derived from psychology, communication, and family therapy, students examine the centrality and diversity of human bonds.

206 23053 M W F 10:50 AM - 11:50 AM Nagy,Sharon Lincoln Park
COFFEE/SOCIAL HST OF COMM
This course focuses on coffee as a case study to link everyday practice as simply as drinking coffee to broader global and historical trends. Through a multidisciplinary examination of the production, trade, consumption and cultural meaning of coffee this course will foster appreciation of the limits of singular/reductionist explanations, the complimentarity of disciplinary perspectives, and an understanding of the social, cultural, political and economic processes of commoditization and consumption. The central focus of student work will be the observation and investigation of coffee consumption behavior in Chicago's cafes and markets. Students field observations and research will be compared to texts written about coffee consumption in other places and times. While exploring contemporary Chicagoan's attitudes about and consumption of coffee, we will be reading about coffee practices in places such as Medeival Muslim Cities, Victorian England, and America's counter cultural movement in the 1960's.

207 23054 M W F 10:50 AM - 11:50 AM Adibe,Clement E Lincoln Park
APARTHEID 20 C S AFRICA
As we reflect upon the past century from the vantage point of the beginning of the 21st century and a new millennium, apartheid stands out as one of the most intriguing and oppressive political ideas and practices of the twentieth century. Developed by the Afrikaners of South Africa, apartheid emphasized the "separateness" of races as the organizing principle of social, religious, economic and political life in a multinational state. For nearly half a century, apartheid was enforced through a combination of laws, religious indoctrination, socialization and, above all, the pervasive use of coercion. In 1994, following several decades of sustained domestic and international opposition, the policy and practice of apartheid officially ended in South Africa.
This course will focus on two important areas of inquiry. The first is how to explain the emergence of apartheid as the predominant form of political organization in twentieth-century South Africa. The second focus of the course will be on the lessons humanity can draw from the apartheid experiment as we continue our prolonged quest for meaningful and harmonious co-existence of peoples and cultures within the framework of one political entity.

208 23055 M W F 12:00 PM - 01:00 PM Nellis,Mary M Lincoln Park
IN COLD BLOOD/AMER VIOLNC
In Cold Blood by Truman Capote is the study of a mass murder without motive or profit. This seminar will examine the influence the book has had on psychological studies of mass murderers, on the media's role of in covering mass murders, and on society's attitudes toward capital punishment. Students will then follow the course of American violence to the present day rampage killings and school shootings. A class presentation will focus on a current situation. Last year the class held a mock trial for "The Texas Seven." Materials will include the text, film, newspaper and magazine articles.

209 23056 M W F 12:00 PM - 01:00 PM Isackson,R.J. J Lincoln Park
JEWISH CULTURE IN AMERICA
The greatest immigration of Eastern European Jews to America occurred between 1880-1920. They brought with them the joys and sorrows of a Jewish culture, incorporating and influencing literature, music, art, theater, film, food, and comedy. As a group/class working together, we will attempt to understand the journey that created a cultural perspective and how a culture is influenced and influences current society. Course evaluation will be based on a reading log, reading responses, a midterm, final, and concluding with a bagel-eating contest.

210 23057 M W F 01:10 PM - 02:10 PM Wise,Kurt Lincoln Park
BIO-TERROR & COMMUNICATION
This course focuses on the bioterror attacks in our nation during October of 2001. The course begins with a review of the events of October 2001, when the anthrax attacks became headline news. We will then explore the events from different perspectives including the perspectives of politicians, public health agencies, and reporters/columnist working for the news media. Among other topics, we will examine how various governmental agencies have approached their communicative tasks concerning bioterror. We will also consider how the media has communicated the bioterror story to viewers/listeners/readers. Finally, we will conduct research to learn how specific groups of people view the bioterror threat and how they formed their opinions about bioterror.

211 23058 M W F 01:10 PM - 02:10 PM Hahn,Regina U Lincoln Park
DISSIDENTS WRITERS DURING THE

212 23059 M W F 01:10 PM - 02:10 PM Layton,Azza S Lincoln Park
TERRORISM:THEORY & PRACTICE

213 23060 M W 01:10 PM - 02:40 PM Johnston,Guillemette Lincoln Park
ROUSSEAU
The eighteenth-century Swiss writer Jean-Jacques Rousseau has had a tremendous impact on several areas of modern life. His writings helped in bringing about the French Revolution, laying the foundation for developmental psychology, providing a theoretical base for the rise of anthropological inquiry, and stimulating the growth of self-expression in literary works of the Romantics. In this class we will read some of Rousseau’s autobiographical writings (passages from The Confessions and The Reveries of a Solitary Walker), analyzing his experiences to see how his emotions and sentiments influenced his views and helped stimulate the diversity of his interests.
Because this course is a seminar, its organization will differ from that of standard lecture courses. Rather than concentrating on secondary or textbook interpretations of the significance of Rousseau’s work, we will focus exclusively on Rousseau’s own writings. This will let us share our views on Rousseau’s life and the complexity of his ideas. Students will have the opportunity to interact directly with the professor and the class, exchanging views on the readings. They are expected to come to class having read the material and written a few provocative questions to stimulate debate. Additionally, they will write short papers in response to the readings, which will from a journal of their experiences in reading Rousseau. This close examination of the life and emotions of a major contributor to modern life will hopefully inspire us to look at our own lives.

214 23061 M W 03:30 PM - 05:00 PM Winslade,Jason L Lincoln Park
OCCULTISM, POLITICS&POPULAR CU
This course explores occultism as a Western phenomenon, consisting of magical and mystical practices that penetrate everyday life. For some practitioners, it is a religion, for others a form of self-exploration and actualization, and for still others, a site of personal politics and activism. We will discuss the structures and philosophies of the secret society, of initiation as a cultural performance, and the practice of ritual magick in its various forms. We will trace the connections between magick, Wicca, secret societies, and popular culture, in texts ranging from the dollar bill to Buffy the Vampire Slayer.

215 23062 M W 03:30 PM - 05:00 PM Krell,David F Lincoln Park
CONFRONTATIONS WITH MORALITY

216 23063 M W 03:30 PM - 05:00 PM Naas,Michael B Lincoln Park
TRIAL & DEATH OF SOCRATES
This course will focus on one of the most important trials, and, indeed, one of the most important events, in Western history and culture--the trial and death of Socrates. As a multi-disciplinary course combining philosophical, literary, and historical materials, we will look at the trial of Socrates from a variety of different perspectives--that is, as an historical event, as a drama at the center of some of the most beautiful and significant works of art in Western culture, and as the origin and inspiration for philosophy itself.

217 23064 M W 03:30 PM - 05:00 PM Sivertsev,Alexi M Lincoln Park
JEWISH MYSTICISM
This course is designed to introduce students to the mystical dimension of Judaism. For the purposes of this course the term "mysticism" is understood in two major ways. On the one hand, it constitutes a personal religious experience, which is unique and perhaps incomprehensible in its nature. On the other hand, mystical traditions evolved within specific historical, cultural, institutional, and literary contexts. As a result, texts produced by them can be analyzed as historical, literary and cultural phenomena rooted in the reality and language of their times. The course will focus on the early stages in the development of Jewish mystical traditions. It will be based on close reading of primary texts along with the discussion of broader historical and cultural settings in which these texts evolved.

218 23065 M W 03:30 PM - 05:00 PM Murillo,Carlos Lincoln Park
POP THEATRE:THE INFLUENCE OF
This course explores the evolution of popular music performance through the lens of theatre practice and theory. Popular music, in its various forms, has made an indelible impact on world culture, shaping perceptions of age, gender, race, sexuality, politics, economics and art on a scale and with a force of impact only dreamed of by theatre practitioners. Yet, the theatre has had a profound impact on the medium of pop music, particularly in the realm of live performance, providing inspiration to some of the most forward thinking and enduring works in the age of mass culture. POP THEATRE is an inquiry into the symbiotic relationship between the recordings, live performances and personas of ground-breaking artists working in the idiom of popular music and the stage productions, manifestoes and theoretical writings of leading theatre visionaries.

219 23066 W 08:30 AM - 11:30 AM Lanterman,Margaret L Lincoln Park
VOICES OF SCULPTURE

220 23067 F 01:30 PM - 04:30 PM Elder CM,Mark Edward Lincoln Park
ARTISTIC INFLUENCES IN CONTEMP
This Focal Point class will concentrate on Mural painters and their influence on the Art World in history. Mural making has been around as long as humankind. This class, in a general sense, will explore the influences that effected the great mural painters such as Giotto, Rapheal, and Michelangelo. In turn the student would see how these works influenced later artists such as Benton, Siquieros, and others. Finally it can be shown as to how these influences had an effect on present day artists (both local and international) such as Weber, Wyland, Gude, and others.
This course can be presented by these methods: Slide lecture, Films, Discussion, Field Trips to Mural sites, Small Projects Evaluation will be a culmination of the following: Journal entry reflections, Mid-term and Final, Small Projects

221 23068 T TH 10:10 AM - 11:40 AM Meritt Jr,Dennis A Lincoln Park
ENDANGRED SPECIES/HABITAT
This course will work to develop a definition of endangered and see how well the definition works as it applies to a range of life forms, including plants, animals, and natural habitats. The course will explore the probably causes of endangerment, consider the impact of our own species as well as that of natural occurrences, discuss possible solutions, and explore ways people can become involved and affect a long-term solution. Students will take periodic quizzes and examinations, write a major term paper, and give an oral presentation

222 23069 T TH 10:10 AM - 11:40 AM Lakebrink,Joan M Lincoln Park
BROWN VS BOARD OF EDUCATN
The Supreme Court case Brown v. Board of Education, Topeka, Kansas, 1954, will be used as a focus for exploring the concept “separate but equal.” The U.S. system of jurisprudence will be one lens through which to study this phenomenon. Separateness within a society will be examined from the African American point of view in its historical context from colonial times to the present. The legal decisions, history, political discourse and literature will be used to help understand the African American status in the USA.

223 23070 T TH 10:10 AM - 11:40 AM Drury,Lin J Lincoln Park
CHICAGO'S VULNERABLE POP.
This course will focus on the growing number of vulnerable people in the Chicago area and the concept of vulnerability. The content of the class will show how, in the absence of resources, we are all at risk. According to author Lu Ann Aday, "Both the origins and remedies of vulnerability are rooted in the bonds of human communities" (1993, p. 1). Any of us, at almost any time, can find ourselves in need of "physical help, spiritual solace, or warm companionship" (Aday, 1993, p.1). Often, those in need depend upon a loose arrangement of health and social services commonly referred to as the "safety net;" however, recent efforts at governmental cost containment, combined with increased political conservatism, have reduced the availability of these services. The expanding numbers of Chicago area residents who have no safety net may be victims of domestic violence, the impoverished elderly, immigrants or refugees, working poor families, substance abusers, mentally ill individuals, or homeless. The primary product of the course will be a research paper exploring the vulnerability of a Chicago area population of interest to the student. Individualized readings will be recommended and an annotated bibliography will be required to demonstrate the student’s grasp of the reading material. An initial draft of the research paper will be required at midterm, with a final draft due upon completion of the course. A written case study analysis and a brief reaction paper will be required prior to midterm to assist in assessing and refining the student’s writing skills through a field service requirement.

224 23071 T TH 10:10 AM - 11:40 AM Michel,George F Lincoln Park
DARWIN, EVOLUTION, & SOCIETY
Ever since its initial presentation, Darwinian notions about evolution have engendered much controversy in western societies. This course compares Darwin's notions with those evolutionary notions prevalent before Darwin. Also, we examine how Darwin's notions lead to the Eugenics movement started by his cousin Galton and were adopted by Herbert Spencer for use in his theory of social organization (social Darwinism). Early in the 20th Century, Mendel's genetic theories were rediscovered and incorporated into a Darwinian framework to create the modern Synthetic Theory of Evolution. This theory lead to several "biological" theories about human nature. For example, Sociobiology and Evolutionary Psychology seek to integrate social and biological sciences by treating many aspects of human psychology (e.g., violence, racial attitudes, intelligence, altruism, gender differences in values and behavior, homosexuality) and culture (e.g., incest taboos, marital customs, crime, religion, racial, sexual, and ethnic discrimination) as products of naturally selected genetic programs. The common assumptions of the Synthetic theory (that natural selection underlies all directed evolutionary change and that it acts on genes) are critically examined. Alternative accounts to Darwinian theory that rely on creationism notions are also examined critically. Finally a biological account is presented and examined that is consistent with Darwinian notions, but is not reductionistic and deterministic.

225 23072 T TH 10:10 AM - 11:40 AM Budrys,Grace Lincoln Park
UTOPIAN SOCIETY/SCI FI
This course requires students to read selected novels in which authors present their respective visions of idealized societies. The novels show the logical progression of trends that already exist. Some authors describe trends leading to much more satisfactory living arrangements; others predict that current trends will result in "dys-utopia." The novels read in this course are classics that have stood the test of time – people continue to read them because they really are imaginative and provocative. Students are expected to compare how authors portray certain basic social arrangements and compare them to the arrangements that we employ currently – for such things as family, education, religion, politics, and the economy. Students are expected to take turns presenting discussions on particular social arrangements described in the novels – that is the seminar part of the course. There are no tests, only papers based on the five books read in this course.

226 23073 T TH 10:10 AM - 11:40 AM McCracken,Allison M Lincoln Park
CULTURE OF WORLD WAR II
This American Studies-based course explores the way in which World War II changed American culture and society. Drawing on oral histories and popular culture from the period (music, radio, films, magazines), we will examine how World War II culture both addressed and sought to erase racial/ethnic divisions, redefined women's roles, enabled the development of distinct gay and lesbian subcultures, introduced the concept of nuclear war and genocide to a mass audience, and offered Americans a new vision of themselves as world leaders. The course will involve critical writing and reading of both written documents and various forms of popular culture.

227 23074 T TH 11:50 AM - 01:20 PM Brenders,David A Lincoln Park
WONDERS, CONS & SCANDALS

228 23075 T TH 11:50 AM - 01:20 PM Crossley-Frolick,Kay Lincoln Park
THE UNITED NATIONS
This course focuses on the United Nations (UN) as a mechanism for solving the problems of war and anarchy in the international system and as a forum for fostering peace, security and justice among states. Its goals are to cultivate student awareness and understanding of the organization’s moral, intellectual, political, and historical roots,
the structure and specialized agencies of the UN system, three broad areas of UN concern: international peace and security, human rights, and sustainable human development, the tension between state sovereignty and multilateral approaches to solving global problems, the conflict between UN ideals of peace and justice and state behavior based on calculations of power, interest, and influence. At a time when the UN is the subject of much scrutiny, debate and even scorn here in the US, this course aims to provide students with a more nuanced and less superficial understanding of the UN and the international context wherein it operates.

229 23076 T TH 11:50 AM - 01:20 PM Spalding,Rose J Lincoln Park
FIDEL CASTRO
Is he a nationalist hero, the savior of his poor, colonized nation? A brilliant Marxist who version of socialism has endured while weaker form collapsed? A patriarch who rules his country like an old-style plantation master? Cuba's revolutionary leader, Fidel Castro, is one of the most controversial political figures of out time. Competing images and interpretations of his life and impact are presented with great passion by his advocates, rivals, and enemies. This course is designed to bring you into that debate. It will let you sort through the competing perspectives and construct your own interpretation of the man and his revolution. In the process, you will become familiar with the history of Cuba and inter-American relations, competing theories of revolution and social change, the major transformations that have been made in Cuban society (class, power, gender, race) during his rule, and the debate within the Cuban-American community about how to understand and respond to him. Students in this class will read competing biographical materials, steep themselves in his speeches and writings, talk with some Cubans who have left the island to escape his rule and others who have stayed, and debate the current U.S. policy toward the Castro regime. Assignments include essays comparing competing biographical texts, interviews with Cubans and Cuban Americans, archival research in the Venceremos Brigade collection in the Richardson Library, and participation in formal class debate.

230 23077 T TH 01:30 PM - 03:00 PM McCracken,Allison Lincoln Park
CULTURE OF WORLD WAR II

231 23078 T TH 01:30 PM - 03:00 PM Hansman,Curtis B Lincoln Park
CHINESE ART
Sometimes the questions asked by one individual and the paths and patterns of that individual's life reflect those of an entire generation or an era or even a culture. One such individual is Su Shih - Confucian scholar, imperial official, dissident, philosopher, art theorist, poet, painter, husband, father, friend, lover, intellectual, traveler, - whose life spanned the middle decades of the Song dynasty (960-1279) one of the richest and most intellectually creative periods in Chinese history. In this course we will explore Su Shih first as an individual - his birth, family, training, political career, poetry and painting - and then as a member of the society in which he lived. We will engage the major issues of Song political, social, intellectual, and artistic history through the political writings, poetry, painting of Su Shih and his contemporaries.
The following are among the issues we will address: what political structures allowed the Song emperors to rule? What was the nature of Song society? What were the major areas of disagreement among writers and thinkers of the period? What place did men, women, peasants, scholars, merchants, Chinese, foreigners, among others play? What would it have been like to live in the capital city or any provincial city during the period? What would one have eaten, worn? What languages might one have spoken? What place did education play? Who was afforded an education? How?

232 23079 T TH 01:30 PM - 03:00 PM Hague,Euan Lincoln Park
CELTIC DIASPORA
This course will focus on the historical, political and cultural geographies of the ‘Celtic’ diaspora. There is growing interest in Celtic Studies at an academic level and DePaul University is considering the establishment of a minor in Irish Studies. ‘Celtic’ peoples and places are traditionally associated with the non-English areas of the United Kingdom, namely Ireland, Scotland and Wales. Other definitions include the English county of Cornwall and areas of France such as Brittany. This course will focus primarily, however, on the contemporary politics and cultural practices of ‘Celtic’ communities outside Europe – primarily those in the United States. The course will be designed to appeal to a broad range of students, critically examining the social constructions of race, ethnicity, diaspora communities and the development and perpetuation of ethnic stereotypes. The issue of the politics of Celtic identity will also be assessed, through the lens of nationalism.

233 23080 T TH 01:30 PM - 03:00 PM Nast,Heidi J Lincoln Park
SLAVERY AROUND THE WORLD
Slavery has existed for millennia in various forms around the world. But has it always and everywhere served the same purposes or meant the same thing? For example: Were the situations and powers of women who were royal concubines in African empires the same as those of African women working on southern United States or Caribbean plantations? Can we compare the experiences of male slave physicians in the Roman Empire and Mamluk slave military leaders to male slaves in ancient Athens or nineteenth-century Brazilian plantations operated by the Portuguese?
This course explores different cultures of slavery from around the world at different periods in history, along the way examining why slavery was created at all. We will focus on five questions: 1) How did slaves become slaves in the first place? War? Inheritance? Purchase? 2) What were the kinds of labor tasks that slaves carried out in different geographical and cultural contexts? Did all slaves do the same kind of work? 3) Were there social hierarchies within slave groups themselves or can we say that all slaves everywhere were equal? 4) Can we point to different cultural expressions of slavery and, if so, do these expressions point to differences in the ways various social groups give meaning to their lives and to their actions? 5) Can we say that there were different kinds of slave bodies and, if so, how were these different bodies created and/or distinguished?
To explore these questions, we will read or hear from guest speakers about slavery in a variety of contexts, beginning in ancient Rome and Greece and ending with plantation slavery in the Americas. Wherever possible, we will work on two scholarly fronts: First, we will examine the "objective" conditions of slavery using what are called secondary sources, that is, research works by scholars who study slavery. Secondly, we will examine the "subjective" or personal conditions of slavery through exploring fictional accounts of slave lives written in the first person by scholars who study slavery. To help us in our endeavors, a number of guest lecturers with expertise in different geographical areas will speak with us, and we will view several slave-related films. One field trip is required: You will visit Chicago's Field Museum (it? a freebie every Wednesday) to study and take notes on the Africa and African slavery exhibit (this exercise will be discussed in more detail in class).

234 23081 T TH 01:30 PM - 03:00 PM Goldman,Jerry I Lincoln Park
NON-EUCLIDEAN GEOMETRY
Focal Point Seminars are intended to introduce first-year DePaul students to the nature and scope of intellectual inquiry through concentration upon a single topic and its subsequent elaboration. In this seminar we focus upon the discovery of the first non-Euclidean geometry and explore some of its ramifications. By the eighteenth century, intellectuals were confident that mathematics and science offered approaches to complete understanding of the universe. Many believed that Nature was mathematically designed and that mathematics, particularly the over 2,000 year old constructs of Euclidean geometry, was the foundation and key to this understanding. Around 1829, a revolutionary mathematical discovery completely shattered the conviction that there was only one possible geometry. We examine some steps in the evolution of thoughts which associated the theorems of Euclidean geometry with "truth" and the reactions when the absolute truth viewpoint collapsed. Along the way we will study some technical material, but no prerequisite except a willingness to work is necessary.

235 23082 T TH 01:30 PM - 03:00 PM Michel,George F Lincoln Park
PSEUDO-SCIENCE
We live in the most technologically advanced society in the most technologically advanced time in history. Yet, "weird" beliefs and superstitions are widespread. Many people believe in mind reading, past-life regression therapy, abductions by extra-terrestrials, witches, ghosts, and other supernatural notions. Although science is the foundation of modern technological achievements, many eschew real science in favor of pseudoscience notions such as "scientific creationism", "scientific evidence of racial superiority", "recovered memory syndrome", "alternative medicine". Such supernatural beliefs are prevalent among people of all occupations and every educational and income level. In this course, the student examines several well-understood, psychological processes such as, 1) our sensitivity to coincidence, 2) penchant for developing rituals and habits to counteract feelings of anxiety or impatience when filling time or when marking expected changes in lifestyles, 3) a fear of failure, 4) attempts to cope with uncertainty, and 5) a need for control of our destinies that often result in irrational beliefs and superstitious and erroneous behavior. The student will discover exactly how superstitions, erroneous decisions, and weird beliefs are a result of common thinking patterns invoked by attempts to cope with the complexity and uncertainties of life (especially the social aspects of life). Many of these thinking patterns are close to good norms of rationality, whereas others depart sharply from them. Since the good and poor thinking patterns co-exist, we are simultaneously both rational and irrational. The student is introduced to, and encouraged to use, the methods of skepticism to counteract the twin mental positions of cynicism and gullibility that result from the typical application of our typical thinking patterns as coping techniques.

236 23083 T TH 01:30 PM - 03:00 PM Dube,Caleb Lincoln Park
CHICAGO BLUES & JAZZ
Great black migration of the 1940s brought over five million African American from the South to the North. Chicago was a main port of entry. The entire cultural and politics of the city was forever changed. The city was transformed into a cultural capital for music, and the city itself changed the musical forms that had been born in the rural southern America.
Today, many of the working class communities that sustained blues on the southwest sides of the city are gone, few like Artis and Lee’s Unleaded remain. Black musicians mainly play blues to predominantly “white” audience on the northside of the city. Like our city, jazz has also been segregated, giving way to different musical expressions. However, both blues and jazz musicians and the music scene continue to be a place of exchanges and dialogue in the city.
This course aims to understand the history of Chicago, it demographics, race relations and place in the world today through a study of the history of its music, specifically blues and jazz. Question’s of race, politics, and community development will be looked at through music. Students will be introduced to a series of books written by musicians. In addition, we will spend time at the Blues archives of the Harold Washington library and in conclusion students will conduct a research project about the state of musicians in the city. Throughout the quarter we will go out to the various clubs and walk through the neighborhoods.

237 23084 T TH 01:30 PM - 03:00 PM Ilko,Donald W Lincoln Park
AMERICA ON STAGE! SHOWBOAT & Oklahoma!
The musical is widely considered to be an American art form. Tthe course will examine the way in which Show Boat and Oklahoma! helped develop the musical form: the nature of their adaptations (Show Boat from a novel and Oklahoma! from a play); their structure as musicals - their innovative use of music and lyrics to reveal character and advance the story; their place in the history of the American musical theatre; their revelations about the American character (especially as perceived by Oscar Hammerstein II who adapted and provided the lyrics for both shows).


238 23085 T TH 03:10 PM - 04:40 PM Selinger,Eric M Lincoln Park
WIZARD OF OZ
To study The Wizard of Oz, Warren Susman has observed, is to study the radical transformations that have shaped twentieth century American culture. In its various incarnations as a book (L. Frank Baum's The Wonderful Wizard of Oz), as a high-budget movie musical (both The Wizard of Oz and The Wiz), and as a source of inspiration and allusion for writers as diverse as Salman Rushdie, Tony Kushner, and the poet Ronald Johnson, this story is ideally suited to introduce students to the pleasures and rewards of academic inquiry. In this course, we will study at least four versions of this story-Baum's original book (and perhaps one or two sequels), the MGM musical, The Wiz, and the recent dark fable "Return to Oz" --from an interdisciplinary perspective. Our goal will be to see how academic inquiry, especially in a seminar format, can turn something utterly familiar to many of our students-to some, familiar since childhood-into a curious, complex network of historical, psychological, religious, economic, and artistic meanings.

PLEASE NOTE: UPDATED TIME
239 23086 M 05:45 PM - 09:00 PM Papadopoulos,Alex Lincoln Park
GLOBALIZATION/MILLENNIUM
The concept of "globalization" builds on the intellectual tradition of the study of the world economy as a system. This structural interpretation of worldwide economic activity recognizes that some parts of the world constitute a "core" (about 15% of the world’s population), in which reside critical financial, technological, and managerial resources. Other regions make up a "periphery," which is significantly dependent on inputs from the "core" and thus in many ways contingent, subservient, and vulnerable. This theoretical kernel has many visible manifestations in how people run their lives today, from New York’s financial district to the flood-prone lowlands of Bangladesh, and from the garment sweatshops in the Honduras to the post-industrial "green" cities of the European Union.
Ultimately, the dominance of capitalist modes of production and consumption internationally, the hypermobility of finance capital across national borders, the emergence of New York, London, and Tokyo as primary "global cities" and command, control, and communication centers of the world economy, the erosion of national sovereignty and its measured replacement by intergovernmental and supranational regional cooperation, as well as the advent of extraordinary and accessible information technologies, have increasingly enabled the unification of national economies, cultures, societies, and polities in an unprecedented manner. The "MacDonaldization" of the world, as globalization critics call this restructuring trend, is highly controversial. Since the core regions tend to dominate trade, technology, capital, and increasingly culture, resistance has been growing: consumer advocate groups, environmentalists, worker-rights groups, and states that belong to the "periphery" are challenging globalization entities like the World trade Organization and the International Bank for Reconstruction and Development to amend their procedures and cushion the vulnerable periphery from what they see at the predatory tactics of the core upon the planet’s poor and the environment. In this course we will explore the mechanics of globalization and investigate the claims of its discontents.

240 23087 T TH 03:10 PM - 04:40 PM Chanter,Tina Lincoln Park
THE BODY:PLEASURE/POWER/SEXUAL
The body—how we eat, how we dress, our daily routines and rituals is the medium of culture. The body is a powerful symbolic form upon which are written the rules, customs, and power relations of a society. These power relations are inseparable from the way the body’s pleasures and pains are felt and expressed. In this way the body is the practical locus of social and political control. This Focal Point Seminar will examine the discipline and control of the body, specifically in regards to the notions of pleasure and pain.

241 23088 T TH 03:10 PM - 04:40 PM Martin,Bill Lincoln Park
Chess and Culture
There is a great deal of interesting culture surrounding the game of chess, and it is beneficial for critical thinking to learn to play the game of chess and to improve one's play. No chess experience is required for taking this course. We will undoubtedly have students in the course at all levels of play (including some who may be better players than the instructor), or no even no level. In the first week we will learn the basics of the game, and we will help each other to improve throughout the quarter. We will spend the first part of each class meeting playing chess, and working on chess problems, notation, etc. In most classes the instructor will present a brief lecture on some aspect of chess and its relation to culture and to philosophical and other theoretical questions. In the third part of each meeting we will deal with literature, film, painting, poetry, and music that are either about chess or that take their inspiration from chess. Among the theoretical issues we will deal with are the question of gender in chess; chess, computers, and artificial intelligence; and analogies between chess and military strategies.

242 23089 T TH 03:10 PM - 04:40 PM Wake,Peter Lincoln Park
TRAGEDY
This course will focus on Nietzsche and his book, The Birth of Tragedy, as a means of coming to understand what he calls "the craving for ugliness" that gives rise to the need for tragic narratives. Why do we tell stories about the most intense suffering? And perhaps more importantly, why do we like hearing, reading, and watching them so much? Attempting to account for this leads to the question of what a work of art is if it does not fall under the exclusive domain of the beautiful. When we take seriously Nietzche’s challenge that the existence of the world can only ever be justified as an aesthetic phenomenon, then the need to account for this "craving" becomes all the more imperative. In other words, if it stands that when we presume to make judgment about one culture as opposed to another, we judge according to the "artwork" of that culture, or perhaps the manner in which a culture creates itself as a work of art, then the definition and the role of morality as it is traditionally conceived comes into question. Issues like these will guide our reading of the tragedies.
As a means of introducing these themes, we will read Nietzche’s "Attempt at Self-criticism" written fifteen years after The Birth of Tragedy and stories from Raymond Carver’s What we Talk About When We Talk About Love, as well as screening the film, The Sweet Hereafter. We will then work through plays by Sophocles and Euripides in order to get different ancient interpretations of tragedy, those of Plato and Aristotle in particular.
In addition to close readings of the texts, students will be expected to actively engage in class discussion. In order to facilitate this, students will be required to write short papers each week (1-2 pages in length). The topics for these shorter papers will vary according to the nature of the reading assignments. Each student will be expected to give one protocol during the quarter. This protocol is a short presentation given in collaboration with one or two other students summarizing the central points of the reading and raising question aimed at guiding subsequent class discussion. A final paper roughly 6-8 pages in length will be required focusing on either a detailed reading of a specific text or a general theme raised in the course.

243 23090 T TH 03:10 PM - 04:40 PM Meyer,Karen L Lincoln Park
DISABILITY CULTURE
This course will focus on the mosaic movement of the 1990’s, which are people with disabilities. This segment of our populations is the largest and fastest growing minority group in the nation. Disability is one culture that anyone can be a part of at anytime. In order to understand this, the course will explore a variety of disability related topics. Each week a major theme will be addressed, a theme designed to teach individuals about aspects of the disability movement, one which represents every race, ethnic, religion, age and socio-economic group.

244 23091 TH 04:50 PM - 08:05 PM Cellar,Douglas F Lincoln Park
WORK IN THE MOVIES
The course is designed to provide students with scientific and practical knowledge related to industrial/organizational psychology and then to view popular films, and ultimately make their own videotape from that perspective. A primary emphasis of the course will be the connection between the science and practice of industrial psychology and popular movies. Students are required to attend the viewing of the films and to write weekly papers related to the readings and the film in addition to making their own videotape.

245 23963 T TH 11:50 AM - 01:20 PM Pagliaro,Susanna F Lincoln Park
ANITA HILL/CLARENCE HILL HEARI
At the Intersection of Race, Sex and American Politics: The Anita Hill/Clarence Thomas Hearing will critically examine the dynamic clash between racial and sexual politics within the context of the 1991 Anita Hill-Clarence Thomas hearing. The course will proceed by asking a series of critical questions that will attempt to reveal the social, political and historical relationships among sex, race and power in late 20th century America. What happens when racial and sexual politics meet with competing interests or agendas? What kind of political space is created? What hierarchies result? What fuels the divide historically, politically and socially? How is sexual harassment itself a politically, historically and socially constructed phenomenon?
At the Intersection of Race, Sex and American Politics: The Anita Hill/Clarence Thomas Hearing will draw on feminist theory, race theory, philosophy, and political and social theory. The majority of class meetings will engage students in discussion of the texts. Students will do extensive writing throughout the quarter. In addition, students will be responsible for formal group presentations. Students will learn how to engage in university-level critique, be sensitive to the multiple perspectives from which a complex issue can and must be viewed, and be aware that diverse political and social agendas exist and may be as important as their own. Primary objectives of this course include the development of critical reading, writing, thinking and speaking skills.

801 23092 M W 05:15 PM - 06:45 PM Johnston,Guillemette Lincoln Park
FAIRY TALES
With a strong emphasis on a literary approach, this course proposes to analyze fairy tales of diverse cultures in light of their pyschological significance. Using theoretical perspectives developed from Jungian and Freudian psychology, we will bring out on the one hand the basic role of fairy tales in portraying the development of individual maturity, and on the other hand the typical though universal themes found repeatedly in tales from different cultures.

802 23093 M 05:45 PM - 09:00 PM Suglia,Joseph V Lincoln Park
POSTWAR FICTION: THE SELF
To what exent are we our own inventions? The theme of self-cultivation is one of "postmodern" literature's most tenacious obsessions. This seminar will explore fictions and techniques of self-formation---the ways in which human beings fabricate their selves, their identities, their lives as if they were so many works of art. Works to be studied will include the novels of Peter Handke and Baudrillard's Simulacra and Simulation (the primary inspiration for the film, The Matrix). There are no prerequisites. Readings in translation.

803 23094 M 05:45 PM - 09:00 PM Pranger,Jan Lincoln Park
Encountering Religious Others: Buddhists and Christians in Colonial and Postcolonial Sri Lanka
The proposed course focuses on the encounter between Buddhists and Christians in Sri Lanka in the period of British rule and its immediate aftermath (1796-1948). It studies the way in which this encounter changed the self-understanding of Christians and Buddhists as well as their views of religious others. Under the influence of colonialism and aggressive, religiously exclusivist European Christian missions, the 19th century saw the transformation of an initially open-minded and dialogical Buddhism into an often militant and exclusivist religious community deeply suspicious of Christianity. Yet in other respects Buddhism was also deeply influenced by Christianity, giving rise to a form of Buddhism which so much emulated Christian missionary, institutional, and ritual practices that it has been coined “Protestant Buddhism.” The class will bring the dynamical relationship between these two communities into focus by especially attending to 1) the initial contacts between Buddhists and Christian missionaries in the early 19th century, 2) a series of public debates held in late 19th century Sri Lanka between Christian evangelists and Buddhist monks that proved to be a turning point in the relations between the two religious communities and mark the beginning of the resurgence of Sri Lankan Buddhism, and 3) experiences with dialogue between Christians and Buddhists from the early 20th century on.

804 23095 T 05:45 PM - 09:00 PM Ward,Jule D Loop Campus
CHILDCARE DILEMMA
This course focuses on the current childcare debate. Historic evidence indicates that the definition of the “good” parent differs according to era and culture. Today, American society still clings to a family model in which childcare is a woman’s responsibility. Some scholars suggest that behind the rhetoric of maternal responsibility lie issues of power, resources, and control. Since the late twentieth century this awareness has lead to a call for equalitarian parenting in which fathers share in their children’s care. The course will examine the challenges to this hope. A second childcare-related problem has arisen with the rising numbers of children living in single-parent homes. Yet, recent widely-acclaimed welfare reform has meant that single parents are being forced into the workplace taking jobs at wages that cannot provide childcare costs.
During this course, we will explore this debate by becoming acquainted with various ideologies of childcare across a wide historical and cultural spectrum. Through class discussion and through writing, the students will develop concepts about the true needs of children and about models of childcare which meet those needs. We will also develop methods the class believes might begin to implement such models.

805 23096 T 05:45 PM - 09:00 PM Garfield,Robert Lincoln Park
MCCARTHY & THE MOVIES
This Focal Point Seminar serves three purposes. The first and most central is to examine the phenomenon known as "McCarthyism" as it existed in the United States in the 1950s. The second is to see how the ideas and emotions of McCarthyism were expressed, approved, analyzed and criticized in the medium of motion pictures. The third purpose is to study an introductory level the techniques of motion picture creation, noting how the styles and methods of film -- its "grammar" – were used to present the factual/political/emotional message that the filmmakers wanted to convey.
To accomplish these ends, the seminar first will read and discuss some of the basic history of the McCarthy era to get an understanding of the time, place, culture, and mentality that led to such a phenomenon in U.S. history. Most of the course, however, will involve the viewing and analysis of selected motion pictures, both documentaries and feature films, that reflect and/or critique the McCarthy legacy. These films are not to be viewed as entertainment, though some of them certainly are. Rather, they are the primary sources and documents through which we will try to understand how and why something like McCarthyism occurred and how motion pictures, the dominant art form of the 20th Century, dealt with McCarthyism both in its own era and in retrospect

806 23097 T 05:45 PM - 09:00 PM Sylvester,Roshanna P Lincoln Park
RASPUTIN
Grigorii Rasputin, the Siberian peasant who used his alleged mystical powers to ingratiate himself into the inner circle of Nicholas II and his wife Alexandra, has been the object of popular fascination for almost a century. Alexandra herself considered Rasputin to be a veritable deity, sent by God as an agent of Russia’s salvation. Most accounts, however, portrayed Rasputin as a “mad Monk” or “holy Devil,” contemporary observers and later authors dredging up every piece of gossip, every bit of scandal, and every hint of perversion connected with the notorious figure to “prove” his evil intent. Students in this focal point seminar will explore Rasputin through critical analysis of a variety of primary source representations including official documents, memoirs, and personal correspondence (especially the letters of Nicholas and Alexandra) as well as contemporary fictional accounts, jokes, anecdotes, political cartoons, photographs, film, and other visual images. They will also investigate the secondary literature on Rasputin, learning to distinguish between scholarly and “pop” genres (especially in the realm of biography). Throughout all of these investigations, students will examine the power of popular myth, thinking especially about how sex, scandal, and rumor can help bring down an empire.

807 23964 W 05:45 PM - 09:00 PM Chin,William Lincoln Park
GAMING & GAMES OF CHANCE
Two of the popular played games of chance are blackjack (twenty-one) and poker. These games form the most interesting examples of games of chance where risky decisions can profitably be made based on probability theory and game theory. Of particular interest is the theory and practice of card-counting in blackjack, and the mathematics and psychology of poker strategy. We shall deal with the basics of such analyses and indicate how they have been developed. Some requisite rudimentary probability theory statistics and their foundations will be introduced. The theory shall be reified with examples, concrete problems and live play, all tied in with mathematical and psychological theory. We will examine these and other games of chance, focusing on they how be played with positive expectation (or not). Fallacies regarding gambling and their psychological bases will be discussed in the context of games, and generalized to other decision-making processes. Moral, cultural and legal issues surrounding “gambling” will also be addressed.

808 23965 W 05:45 PM - 09:00 PM Honold,Randall R Lincoln Park
THE CYBORG
This course will examine the figure of the cyborg. A synthesis of the natural and technological, the cybernetic organism has been depicted often in popular media, fiction, and has been the subject of a wide variety of criticism. “Real-life” examples of cyborg reality abound as well: people kept alive and/or functional by technology, the growth of cyber-communities over the Internet; “virtual reality” games and simulators; cybernetically governed environments, production methods, and service providing. In our encounters with cyborgs, we will ask the following questions from a multiplicity of perspectives: What is natural? What is artificial? Where is the line between what is human and what is engineered? What is at stake if and when we consider ourselves to be cyborgs? Can we imagine cyborg communities, societies, politics, economies, and religions? Are cyborgs gendered or have an ethnicity? Do cyborgs reflect upon mortality?