Emory Pre-College students may enroll alongside Emory undergraduates in a variety of regular six-week courses for credit. Pre-College students will earn four hours of college credit for each of the following courses. Two six-week sessions are available:Session 1: May 20 – June 28, 2013 (commuter students only) - NO LONGER ACCEPTING APPLICATIONS
This course is an introduction to drawing and painting, developing skills in various techniques and attitudes. Exploration of recent concepts and processes with emphasis on personal development. There is a lab fee of $45.
A workshop in fiction where, after learning about and practicing craft, students will write and revise their own short stories and read/respond to those of others. We will first learn how to find ideas for stories, and then we will work on developing those ideas into stories by merging the specific elements of fiction: characterization, setting, point of view, dialogue, and plot. The workshop will require students to critique each other, and in turn, to understand the revision process. Students will write several scenes, one or two short stories, and revisions of those stories. Additionally, students will keep a notebook where they will practice writing techniques as assigned. Students should budget for photocopying.
In this course, we learn the basic concepts and methods of microeconomics -- the study of how individual consumers and producers make their decisions and interact in markets, under conditions of perfect and imperfect competition. We also apply these concepts and methods to a range of economic questions and policy issues. One important set of policy issues is whether and how markets may fail and whether, when they fail, government intervention may be needed to correct those failures. Topics covered include demand and supply in competitive markets, market power, game theory, information economics, and externalities and public goods. No prerequisites.
This course will explore the history of American education from colonial to modern times. It concentrates on several enduring themes: conflicts about religion, race, gender, and social class; the relationship between the schools and the American economy; the use of schools to solve major social problems; and the nature of curriculum change in American educational history. The course makes significant use of primary source documents.
Classics of Educational Thought is a chronological study of Western education philosophy from its roots in Hebrew, Greek, and Roman traditions to the present. The course will focus on primary source material from major educational thinkers, including Plato, Rousseau, and Dewey, emphasizing their contributions to current educational practice.
This course teaches students the critical skills involved in the interpretation of films. During the first half of the semester, we will learn the basic techniques of film form and style. For the remainder of the course, we will discuss these techniques as they relate to issues of critical analysis (cultural criticism, genre, ideology) in both Hollywood narrative cinema and non-Hollywood/alternative cinemas. The evening film screening is mandatory.
Text: David Bordwell & Kristin Thompson, Film Art: An Introduction (9th edition)
This is the first course of the two-semester introductory sequence (Italian 101 and 102) that is taught with the new Italian Virtual Class interactive cultural text. From the first day of class, instruction is in Italian and students are encouraged to participate actively in the acquisition of integrated language skills. Emphasis will be placed on useful conversation, elementary grammar, and Italian culture; written and oral exercises will be assigned daily to reinforce material presented in class. Students will be regularly exposed to direct and live cultural footage and interviews conducted in Italy in order to create a coherent and meaningful fusion of language and culture. When students have successfully completed Italian 101 and 102 they will have the skills necessary to communicate with Italians and Italian speakers, both here and in Italy, on at least a practical level.Text: Required purchase of IVC online text and proprietary website access plus computer access with Flash Player. Suggested: Italian language dictionary is advisable, however online dictionaries are acceptable.
This beginning-level course uses an immersion method to teach French. The basis of the curriculum is the video/audio program, French in Action. Classes are conducted in French with emphasis on the development of students’ skills to use French for communication. High school students must have 1-2 years of high school French.
This course examines major themes in European history during the modern era, roughly mid-seventeenth century to the present; special attention to conflicts in economic, political, social, and intellectual life. Topics treated include: Absolutism – Stuart England, Hapsburg Central Europe, and Bourbon France; the French Revolution and Napoleon; the Restoration; the Industrial Revolution; nation-state formation; World War I; World War II; the post-war paradigm.
Required Textbook: R.R. Palmer, Joel Colton, Lloyd Kramer, A History of the Modern World, Tenth Edition
What is "language" and how do world languages differ? How do linguists investigate the basic building blocks of human languages? This course introduces students to linguistics, the scientific study of human language systems. We will examine speech sounds (the field of phonetics), the sound systems of languages (phonology), word and sentence formation (morphology and syntax), how language expresses meaning (semantics), and how context influences the interpretation of meaning (pragmatics). Additional topics include historical linguistics, language typology, sociolinguistics, and language acquisition.
The course is a core course for the Linguistics major and the Joint Psychology/Linguistics major as well as the Linguistics Minor, and should also be of interest to students of Anthropology, English, foreign languages, Sociology, Philosophy, and Psychology.
Elementary methods for calculating probabilities along with the construction of statistical models. Illustrations from the social sciences and natural sciences. A major goal is to enable the student to draw the correct conclusions to statistical questions, avoiding some of the pitfalls and fallacies encountered.
This course is an introduction to computer science for the student who expects to make serious use of the computer in course work or research. Topics include: fundamental computing concepts, general programming principles, the Unix Operating System, the X-window system, and the Java programming language. Emphasis will be on algorithm development with examples highlighting topics in data structures. No previous programming experience is required for this course. Students expecting to take more advanced Computer Science courses should start here.
The Quran in translation, from historical and literary perspectives, looking at its use in Islam, its language, stylistics, modes of narrative, and its relationship to Jewish, Christian, and Arabian traditions.
Introductory survey of the literature of the Palestinian-Israeli conflict; considering historical origins and developments of the conflict; reading and analyzing a selection of literary works and documents related to the conflict, with particular focus on construction of identity.
This course is designed to introduce students to the study of music as historical and cultural practice at the very beginning of their Emory experience. It introduces students to essential repertoires in classical and vernacular traditions from throughout the world; and it equips them with the foundational skills they will need to research and write critically about musical cultures, repertoires, and practices, both in higher-level courses and beyond graduation. The course is divided into seven units:
Notations of the World, Music and/as Religious Practice, Instruments and Instrumental Music, Opera, Music and Movement (Dance and Theater), Musical Marketplaces, Music and/as Cultural Identity
Blackboard and Course Packet reading assignments, listening assignments
Assessment: 3 review papers (averaged to make up 1/3 of the grade), 2 exams on short concepts and listening (1/3 each).
Each day, we are bombarded by images and words aimed to persuade us to buy something, to vote for someone, or to change our opinions. By what metric do we assess the merit of these arguments? Often, whether consciously or not, we use standards of logic. Does the argument make sense? Does the conclusion actually follow from the premises? Are all the premises true, and do they provide sufficient evidence to justify the conclusion?
The purpose of this course is to introduce the student to the subject of logic, thereby enhancing the student’s ability to reason and evaluate the quality of an argument. Students will become acquainted with both informal and formal logic, analyzing the structure and principles of argumentation in both natural language and formal logical systems. By the end of the course, it is expected that the student will have a stronger grasp of logical reasoning, enabling the student to better navigate the complicated terrain of social discourse.
In this introductory course, we will read canonical and recent texts in ethics for their value in our contemporary sociopolitical lives, and a service-learning component will be essential to our process of inquiry (minimum three hours per week, with group activities organized each Wednesday—more information to follow). We will be interested in Western philosophers whose theories of justice form in critical relation to the injustices of the historical moment in which they write, spanning from ancient Athens to contemporary critiques of social norms, practices, and institutions. Beginning with the trial of Socrates, we will engage Plato’s Euthyphro, Apology, and parts of the Republic alongside Cornel West’s deeply Socratic reflections on contemporary America. While Socrates never wrote anything, in Plato’s dialogues he makes a timeless demand for critical inquiry into the ethical and political “good life,” reaching beyond the given order of power and popularity. Turning to modern philosophy after the first exam, we will consider ethical responses to poverty and social welfare in the 18th and 19th centuries (Smith, Bentham, Mill), with attention to the role of sympathy and the public good. Reading a bit of Kant for contrast to these views, we will consider the balance of reason and sentiment as well as intentions and consequences in moral choices: do we treat others justly when we remove ourselves from all bias, appealing only to rational principles, or when we care deeply for individuals involved in a dilemma? Following a selection from Nietzsche’s critique of moral values in his Genealogy of Morals (1887), we will engage a sustained consideration of guilt, shame, and pity, developed further in Foucault’s Discipline and Punish (1976) with the connection of moral codes and norms to disciplinary power. We will conclude our summer session by bringing these ethical systems to bear on the U.S. prison-industrial complex, reading selections from Angela Davis and Michelle Alexander, who critically interrogate the justice of the justice system.
In a 1992 speech as a political fundraiser, Pat Robertson famously opposed a state ERA (Equal Rights Amendment) by expressing concern that feminism “encourages women to leave their husbands, kill their children, practice witchcraft, destroy capitalism, and become lesbians.” Although this is no longer 1992, the labels “feminism” and “feminist” continues to provoke, if not outright fear, then at least a deep sense of anxiety in political, cultural and social settings. But why should this be? What is this monstrous thing called feminism that makes so many shudder and quail in fear? And why is it seen, in the public eye, as a factory of baby-killing, communist, lesbian divorcees? This course is an introduction to feminist philosophy and feminist theory…and yes, it is being taught by a man. The course is designed with two goals in mind: (1) to give students a strong grasp of feminist philosophy and feminist theory, and (2) to train students in feminist “witchcraft” (i.e. critical thinking). Given that the two driving themes in this course will be “power” and “desire,” students interested in questions of sex, power, violence, and alienation are encouraged to enroll. And since this course contains a “film” dimension, students interested in film would also find it beneficial. Every week, we will watch a couple of films (probably some Almodovar, Hitchcock, Gorris, and some others) and we will “deconstruct them” with the aid of feminist philosophy and feminist theory. Hence, students who enroll in this course should expect to have to meet twice a week outside class time to watch the movies as a group. Some of these films will, at times, deal with explicit material.
Introduction to analytical concepts, the nature of the inter-state system, the assumptions and ideas of diplomacy, and the determinants of foreign policy.
This is one-half of a two-semester introduction to the field of contemporary psychology. The course has to do with the organization and operation of the nervous system as it pertains to behavior and its cognitive underpinnings. Topics receiving special attention include the development of sexual identity, sensation and perception, learning and memory, love, fear, and other emotions. The course fulfills one-half of the introductory course requirement for psychology majors. All students enrolled in the course are required to participate in psychology department human subject research studies. Students have the option of substituting a writing project for this participation, details to be arranged with Professor Edwards.
Prof. As’ad Abukhalil is outraged. And his blog, The Angry Arab News Service, makes clear why. This California State University political scientist has seen and seen through the docu-film, “How to Start a Revolution.” The documentary claims that Gene Sharp, also a political scientist (Prof. Emeritus, University of Massachusetts), inspired the recent revolutions across the Arab world with his 1993 book based on decades of research in nonviolence, “From Dictatorship to Democracy.” To the contrary Abukhalil accuses Sharp of fabricating the claim, now ‘viral’ on the internet and in Western media, that this book provided the ‘game plan’ or ‘playbook’ for the revolutions. “Of course,” he argues, “the Arab uprisings have not been non-violent at all . . .” But also in contrast he queries: “Why does the White Man insist on taking credit for everything good the natives do?” http://english.al-akhbar.com/node/2169 ; http://angryarab.blogspot.com/2011/02/gene-sharp-new-york-times-story-of.html
That debate raises with contemporary urgency the issue of scholarly influence on real world experience. In particular this course will address that influence with attention to religious studies scholarship, including nonviolence theory and peace studies inspired by religion. But what if such influences are in fact mythic or even fabricated? What if the social construction of reality is so widespread throughout human experience that social constructivism includes not only religious studies but also political science and other scientific and scholarly ventures? And what if Sharp has conspired to create a fiction that might in fact promote nonviolent social change throughout the world now that the idea irrespective of proof has a life of its own? Nonviolence as a contemporary form of the ‘sacred’ or type of ‘holy grail?’ True in the West but not for Islam, Judaism, etc.? Those will be among this course’s key questions.
This course will explore religion in American popular culture. Its focus will be on questions of definition ("what is religion?"), theories about religious life ("how do we study it?”), and what data counts in the study of religion ("who distinguishes between true and false religion?”). Our laboratory for this exploration will be American popular culture and will include some historical but primarily more contemporary religious material.
This course addresses the nature, causes, and consequences of social stratification – focusing on class, race, and gender. The term “Class, Status, and Power” derives from the idea that societies are stratified into groups based on economic, honorific, and political assets. With an emphasis on the United States and comparable rich capitalist democracies, this course explores sociological explanations of how and why these and other patterns of social inequality occur and some of the consequences they produce. You will read, discuss, and write about a variety of topics, including but not limited to inequalities of wealth, income, status and opportunities to attain theses; poverty, elites and power; and economic inequality involving race and gender.
This course will introduce students to different sociological perspectives used to understand and examine the nature, extent, and causes of crime in American society. In the first part of the course, we will explore how crime is defined and measured as well as examine the patterns and trends in crime and criminality. The majority of this course will focus on the theoretical explanations used by sociologists to explain why crime occurs, why it occurs where it does, who offends, and who is victimized. We will examine classical theories, biological theories, and psychological theories before exploring sociological explanations such as social disorganization, strain, learning, control, and conflict theories. In the last part of the class, we will first examine how formal social controls like policing and imprisonment influence crime in America. Then we will explore how the media’s portrayal of crime, victims, and offenders compares to reality.
This course helps students develop a basic ability to communicate in Spanish. Class time is dedicated to interactive activities which allow students to acquire skills in speaking, listening, reading and writing. Through activities and readings, students are introduced to many aspects of Hispanic culture. Class meets five times per week and is conducted exclusively in Spanish in order to maximize exposure to the language. Workbook and language Lab activities are also incorporated in order to develop students' listening skills and pronunciation.
PARTICULARS: Evaluation will be based on participation, homework, workbook, Language Laboratory work, quizzes, exams, and compositions.
PREREQUISITES: None, but students must take the Spanish Placement Exam and receive an Official Placement for SP101 from the Department of Spanish and Portuguese.
This course develops students' communicative abilities in Spanish as well as understanding of the cultural context in which the language is used. Students learn to communicate through activities in speaking, listening, reading and writing; review and learning of vocabulary, grammar and pronunciation; and study of Hispanic cultures and societies. Classroom activities are highly interactive and focus on speaking and listening. Reading about Hispanic cultures is emphasized, as are informal writing (to develop fluency) and brief compositions (to develop accuracy). Language Lab activities are also used to improve listening skill and pronunciation.
PARTICULARS: Evaluations are based on participation, homework and Language Laboratory work, quizzes, exams, formal compositions, informal writing, and an oral interview.
PREREQUISITES: Students must take the Spanish Placement Exam and receive an Official Placement for SP201 from the Department of Spanish and Portuguese.
The lecture and laboratory portions of this course will be organized around four modules that relate biology to current issues. Students in the course will help to shape the content of the course. Both the lecture and laboratory portions of the course will emphasize student-centered, collaborative, inquiry-based learning.
An opportunity to generate new work while helping to engender in one another new ideas about writing. As there is a profound relationship between reading poetry and writing it, we will read, discuss, and even recite the work of several poets whose example might lead us to a further honing of our craft. In each workshop, we will read and discuss students’ poems in order to examine the relationships between the poet's intentions and ideas and the phrases and images used to embody them. As we explore the genre of poetry in the United States, students will learn the meanings and uses of poetic terms, as well as the work of major American poets. As poetry always has, this course deals with material meant for mature audiences and adult discussion. Students should budget for photocopying
This is the second course of the two-semester introductory sequence (Italian 101 and 102) that is taught with the new Italian Virtual Class interactive cultural text. From the first day of class, instruction is in Italian and students are encouraged to participate actively in the acquisition of integrated language skills. Emphasis will be placed on useful conversation, elementary grammar, and Italian culture; written and oral exercises will be assigned daily to reinforce material presented in class. Students will be regularly exposed to direct and live cultural footage and interviews conducted in Italy in order to create a coherent and meaningful fusion of language and culture. When students have successfully completed Italian 101 and 102 they will have the skills necessary to communicate with Italians and Italian speakers, both here and in Italy, on at least a practical level.Text: Required purchase of IVC online text and proprietary website access plus computer access with Flash Player.
French 102 uses the same video/audio program as French 101, French in Action. Building on material in French 101 or an equivalent first year course at the high school level, French 102 broadens the fundamental skills of listening comprehension, speaking, reading and writing. As in French 101, classes are conducted entirely in French. (Open to high school students who have 1-2 years of high school French.)
This course introduces students to the central nexus of commercial, cultural and political exchange in Eurasia over the course of nearly three millennia. From the Bronze Age to the rise of European sea-borne hegemony, the Silk Road sent the horse and Buddhism to China, silk and the Black Death to Europe, Islam and Sufi mysticism into South Asia. From the great world Empires of Chingis Khan and Alexander to the mercantile city states of Central Asia and Sinkiang, the lands of the Silk Road shaped human history profoundly. The story of the region will be told by ancient mummies and Chinese monks, Persian heroes and Arab ambassadors, Venetian merchants and warrior princes. Classics of world literature such as the Avesta, the Rigvedas, Firdusi’s Shahnama and Herodotus’ Histories, travelogues of Xuangzang and Marco Polo, the autobiography of Babur and Sufi poetry will supplement more scholarly accounts. And in these stories, students will hear the tale of the world’s first globalization and see, it is hoped, a mirror of their own world.
Elementary methods for calculating probabilities along with the construction of statistical models. Illustrations from the social sciences and natural sciences. A major goal is to enable the student to draw the correct conclusions to statistical questions, avoiding some of the pitfalls and fallacies encountered.
Introduction to the derivative and limits, including motivation; differentiation of functions; the chain rule; applications of differentiation including max-min problems and related rate problems; antiderivatives and the definite integral.
Exponential and logarithmic functions; trigonometric and inverse trigonometric functions; techniques of integration; numerical methods of integration; improper integrals; infinite sequences and series; polar coordinates.
A continuation of CS170. Emphasis is on the use and implementation of data structures, introductory algorithm analysis, and object oriented design and programming with Java. The course will also introduce the basics of procedural programming with C.
This course will familiarize students with the problems and decisions that face businesspeople and societies in general today, as well as the theoretical perspectives offered by moral and political philosophy to address the problems and provide standards for decision-making. As business ethics has developed as an applied field of moral philosophy, it has accumulated real world case studies relevant to students of business. We will interrogate these cases from several competing ethical points of view. In doing so, we will familiarize ourselves with at least the three major theories of moral philosophy today – consequentialism, deontology, virtue ethics.
Additionally, in this course, we will seek to understand the social and political conditions that have made it possible to discuss business ethics. Of chief concern here will be the notions of personal property and exchange, notions without which the free market and the individualistic democratic politics that goes along with it could not be conceived. Finally, we will study the realities of global business and some moral-political perspectives on them. In our lifetimes, processes of importation, exportation, and outsourcing have multiplied and intensified, and it is difficult to imagine them waning in the foreseeable future.
This second semester of introductory psychology will cover in broad brushstrokes the major areas of experimental design, social psychology, social and emotional development, personality measurement and theory, psychopathology, and therapeutic interventions. Emphasis will be on the empirical foundations of psychological knowledge, and on fostering students' critical thinking about behavior. The format will be lecture with many opportunities for student engagement. Assessment will consist of mixed-format exams and small assignments. The required readings will consist of relevant chapters from an assigned introductory textbook and some supplementary materials. This course is the counterpart to PSYC 110 (Psychobiology and Cognition). There is no pre-requisite to take PSYC 111.
Sociology is the study of human social life, including such diverse topics as gender socialization, race and ethnicity, class inequality, crime and deviance, war and revolution, and social institutions such as medicine, religion, law, education, and the family. Sociologists seek to discover the principles explaining social life in all its variety, from the micro-patterns of face-to-face encounters to large scale global and historical processes. In this introductory course, we will examine sociology's development as an intellectual discipline, its core concepts, theories, and methods, and its wide-ranging empirical scope. The central aim of the course is to cultivate your ability to see yourself and others from a sociological standpoint -- a distinctive angle of vision that is increasingly indispensable for making sense of the modern world.
In this course we will be taking an introductory look at the sociological study of gender. In what ways have gender roles remained constant in the U.S.? In what ways have gender roles changed? How do social processes shape our lives and gender identities? And what are the connections between gender, power and inequality? These are some of the questions we will begin to address in this course. As we explore these themes, we will study how culture, the economy, and the family have been pivotal sites for the maintenance, reproduction, and change in gender roles in the U.S. We will also be paying special attention to the ways in which race, class and sexual orientation intersect these processes of gender relations and social change.
This course is a continuation of Spanish 101. It is an integrated-skills course designed to promote basic communication in and with Hispanic communities and to heighten cultural awareness. The goals of this course include: 1) learning to use Spanish to communicate (through intensive interaction), primarily in speaking and listening, but also in reading and writing; 2) learning of and about the tools of communication, including pronunciation, grammar and vocabulary; and 3) studying Hispanic cultures to begin to understand how culture affects language use.
PARTICULARS: Evaluation will be based on participation, homework, Language Laboratory work, quizzes, exams, and compositions.
PREREQUISITES: Spanish 101 or Official Spanish Placement from the Department of Spanish and Portuguese.
This course is a continuation of Spanish 201 and is designed to further develop students' Spanish skills. Students refine their grammar usage through continued review of basic structures and study of complex structures, and they expand their spoken Spanish skills through discussion and analysis of cultural topics, current events, personal experiences, and literary and journalistic texts. Students are provided ample opportunity for focused listening through use of recorded texts (conversations, music, video) and for oral expression through general classroom and small-group discussions and oral reports. Readings in the course focus on both historical and current cultural and social issues in the Hispanic World, and conclude with the reading of a novel by the Argentinian author Marco Denevi. Writing is also developed as a communicative endeavour, with emphasis on the preparation of a reading/dialog journal and several compositions in a variety of genres.
PARTICULARS: Evaluations are based on participation, homework and Language Laboratory work, exams, writing activities, and an oral interview.
PREREQUISITES: Spanish 201 or Official Spanish Placement from the Dept of Spanish and Portuguese.
Introduction to Dance is an overview of dance as an expressive art form, a symbolic language, and an integral aspect of world cultures. The course is designed to help students grasp a range of cultural, aesthetic, and bodily worlds from which dance is born. Course work enables students to develop intuitive and verbal skills which allow them to articulate about movement and its meaning. This is supported by direct physical experience in various dance forms, styles, genres, and thoroughly exploring the creative process.
No previous dance experience is required.
This course is an introduction to the major movements in theater history and to contemporary theatrical practice. Through readings, exercises, and possible video presentations, live theater events, and talks with working artists, students will gain both critical and experiential perspectives on this dynamic art form.
Possible Text: Cohen, Robert. June 2010. Theatre (Edition 9). ISBN: 9780073382180
This course provides a theoretical and practical introduction to the basic skills of acting: warming up, voice and movement, improvisation, character development, script analysis, scene work and collaborating as an ensemble. The student will acquire a working vocabulary in the fundamentals of acting. Grading will be based on participation in class activities, preparation of assignments, and progress in performance skills. Critical reviews of 1-2 assigned productions are also evaluated. Rehearsal time outside of class is expected.