| HC 20 | What is This Thing called Science? |
| HC 30 | The Vietnam War and American Culture |
| HC 34w | Construction and Migration of Knowledge: Rhetoric and Media for the Information Age |
| HC 38 | Body-Mind Literacy |
| HC 41 | Rhetoric on Trial |
| HC 46 | Drugs in Society: An Interdisciplinary Perspective on Drug Abuse, Abuse, Treatment and Intevention |
| HC 50w | Writing Science |
| HC 53 | American Folk Music, Protest, and Identity |
| HC 64 | Neuroscience and Psychology of Art and Biology of Aesthetics |
| HC 70AL | Genetic Engineering in Medicine, Agriculture, and Law (lab associated with HC 70A from W04) |
| HC 78 | Gender and International Development |
| HC 80 | Genomics and the Boundary of the Self |
| HC 105 | Client-Based Program Evaluation |
| HC M106 | Imaginary Women |
| HC 107 | The Painful Birth: The Rise of Modern Capitalism in Late Medieval Italy |
| HC M112 | The Inner and Outer Worlds of Children |
| HC 127 | Citizenship, Leadership, and Service |
| HC 137 | Political Satire: The Offensive Art |
| HC 140 | The Social Psychology of Privilege and Oppression in Public Education |
| HC 141 | Biology and Medicine in the Post-Genomic Era |
| HC 142 | Madness in the Enlightenment: The Care and Cure of Mental Illness |
| HC M150 | Models and Modeling in Anthropology |
| HC 153 | International Flash Points |
| HC M157 | International Relations of the Middle East |
HC
20: What is This Thing Called Science? A General Introduction to the Nature of Modern Science
(5 units)
Director: Eric R. Scerri, Chemistry and Biochemistry
Science is one of the most powerful forces in modern society. It provides reliable knowledge and is the basis of our modern technologies and standard of living. This course explores the difference between science and other systems of knowledge and will seek to answer the question of why science alone appears to provide reliable and objective knowledge and whether indeed it does.
We shall examine the demarcation between science and other forms of knowledge by considering first the views of philosopher Karl Popper. Older views of the objectivity of science and its supremacy have been increasingly challenged in modern times. Popper himself is also well known for having emphasized that theories cannot be proved but only refuted. We shall study this view by first considering some elementary ideas in logic to see why refutation may be a more viable option than the notion that theories can be proved.
Starting in the 1960s, philosophers of science realized that attempts to understand the nature of science would need to consider its historical development and could not rest entirely on logical and philosophical grounds. Pioneers of this "historical turn" include Thomas Kuhn, Imre Lakatos and Paul Feyerabend, all of whom have had highly influential roles on later thinkers in many fields.
The historical turn and the greater emphasis on social aspects of science, which were initiated by Kuhn in particular, have led to what many believe to be an over-emphasis on these factors. The 'Science Studies' movement has grown increasingly closer to advocating relativism to describe the nature of scientific knowledge. Scientific knowledge is sometimes described as being 'constructed' rather than discovered. The outcome of such views has been the "Science Wars" debate that has raged among from many diverse fields from the hard sciences, to science education, philosophy, literary criticism and anthropology among others. Our course will examine key readings from the Science wars literature, including the Sokal affair which dramatically brought these issues to the lay-reader.
The final third of the course will examine some specific modern issues in the study of the nature of science, including scientific explanation and scientific reduction as well as the question of whether scientific theories receive credit mainly for their dramatic predictions or their explanatory powers.
Science is one of the most powerful forces in modern society. It provides reliable knowledge and is the basis of our modern technologies and standard of living. This course explores the difference between science and other systems of knowledge and will seek to answer the question of why science alone appears to provide reliable and objective knowledge and whether indeed it does.
Application on General Education Requirements: Old L&S GE (Pre-Fall 2002) Physical Sciences; New L&S GE (Fall 2002) Foundation Categories: Society and Culture-Historical Analysis OR Scientific Inquiry-Physical Sciences
Eric R. Scerri, who teaches chemistry at UCLA, holds his Ph.D. in the History and Philosophy of Science from King’s College, University of London. He has taught at University College, London, the London School of Economics, Caltech, and Purdue University, as well as at UCLA. He is the author of numerous articles on the history and philosopy of science and is currently editor in chief of Foundations of Chemistry. He has been recognized for his distinguished teaching and is especially interested in promoting interdisciplinary discourse in the university.
HC
30: The Vietnam War and American Culture
(4 units)
Director: James Goodwin, English
Engagement by the United States government in a prolonged, undeclared war in Southeast Asia has had profound effects on American politics, global strategy, foreign policy, and culture. The cultural focus in the seminar will be manifold, with examples of the impact of the American war in Vietnam (1961-1975) taken from photography (LIFE magazine, Tim Page), journalism (Michael Herr), personal narrative, American politics, poetry (Yusef Komunyakaa, Bruce Weigl), fiction (Graham Greene, Tim O'Brien, contemporary fiction from Vietnam), and film (Coppola's Apocalypse Now).
PRIOR to the first meeting of the seminar, it is highly RECOMMENDED that students read one of three standard histories of the Vietnam war:
Stanley Karnow, Vietnam: A History
Barbara Tuchman, "America Betrays Herself in Vietnam," in her book The March of Folly: From Troy to Vietnam
A. J. Langguth, Our Vietnam: A History of the War
Application on General Education Requirements: Old L&S GE (Pre-Fall 2002) Humanities-Culture and Civilization OR Social Sciences-Social Analysis; New L&S GE (Fall 2002) None
Note: This course has an enrollment restriction
James Goodwin, Professor of English at UCLA, received his BA from Stanford University and his MA and Ph.D. from Rutgers University. Through his department and the Department of Comparative Literature, he teaches courses in American literature, film, autobiography, and modern drama. His research and publications extend into the fields of autobiography and film theory and history. He has authored the books Autobiography: The Self Made Text (1993); Eisenstein, Cinema, and History (1993); and Akira Kurosawa and Intertextual Cinema (1994); and he is editor of Perspectives on Akira Kurosawa (1994).
HC 34W: Construction and Migration of Knowledge: Rhetoric and Media for the Information Age
(5 units)
Director: Jennifer Westbay, Writing Programs
Although knowledge migrates across discourse communities in a number of ways, this courses focuses on two basic patterns: the rhetoric of popularization -- or what happens when esoteric knowledge travels to nonspecialist readers -- and the rhetoric of canonization -- how ephemeral information becomes institutionalized in various repositories of culture. At first, the focus will be print and electronic genres, both mainstream and alternative,
scholarly/professional and popular, and niche markets. But students will also examine additional media (and mediums) of knowledge exchange, such as the expert witness, the library, the museum, the department store, the performing arts, consultants, advertising, and social service organizations. Part rhetorical theory, part communications analysis, part information sciences -- and all writing -- this course works to help students to research critically,
using the latest techniques and technology, and to understand choices that published writers make about selecting and organizing content for targeted audiences. Moreover, along with a thorough workout in stylistic analysis and manipulation, responding to the writing of classmates in large-group workshops will develop in students an editor’s resourcefulness and respect for writers and the ways they select and organize results of research.
Satisfactory completion of this course with a grade of "C" or better will satisfy the Writing II requirement.
Jennifer Westbay holds an M.A. and Ph.D in English from the State University of New York at Stony Brook. She has researched, published and presented at conferences, attended seminars and taught courses on media and the migration of knowledge. She founded and for three years taught the three-quarter Community Journalism Project for UCLA Writing Programs and ASUCLA student media. She has a contract with a publisher for a composition textbook based on theme of this proposed course.
HC
38W: Body-Mind Literacy
(6 units)
Director: Laurie Mattenson-Hoffman, Writing Programs
This class attends to the integrity of the whole student. In order to activate our multiple forms of intelligence: interpersonal, rational, kinesthetic, emotional, etc., we will explore the relationship between Body and Mind: when are they most in harmony and when are we alienated from this potential unity? When do we value one part of ourselves over another and why? What cultural, social, political, and personal influences determine the answers to these questions? In my view, this inquiry touches every academic discipline and more significantly: every human life.
This class adds Body-Mind Awareness to the list of fundamental literacies of our time: linguistic, mathematical, scientific, and technological. As our world (and much of our pedagogy) becomes automated and therefore disembodied, we need to study how personal development is dependent upon mental and physical health. We may have had mandatory P.E. classes in grammar or high school, but this is not a true physical education. Students do not learn to be comfortable and confident in their own bodies; instead we learn self-conscious performance and competition. The rest of the day, students memorize facts and ideas as they sit—silent, still and unengaged—but they rarely learn how or why this information is relevant to their lives. This class seeks to bridge the gap between mental and physical education and asks students to look internally as much as externally for guidance and strength.
Application on General Education Requirements: Old L&S GE (Pre-Fall 2002) Humanities-Philosophy; New L&S GE (Fall 2002) Arts and Humanities-Philosophical and Linguistic Analysis
Satisfactory completion of this course with a grade of "C" or better will satisfy the Writing II requirement.
Lauri M. Mattenson-Hoffman has received awards for her distinguished teaching at UCLA and is particularly noteworthy for her innovative teaching techniques. In addition to her degrees in English Literature, she is a Certified Yoga Teacher and Massage Technician and is especially interested in philosophy, ethics, and the body-mind relationship. She has studied at the Pardes Institute in Jerusalem, Israel, and has been editor of and contributor to The Pardes Reader, a collection of scholarly articles by faculty members of the Institute. Her specialties are writing (creative and academic) and modern poetry and drama.
HC
41: Rhetoric on Trial
(5 units)
Director: Sander Goldberg, Classics
Rhetoric, the art of speaking effectively, has a long history in Greco-Roman antiquity and, by the first century B.C., had put its stamp on almost all aspects of ancient life, from education to politics to literature to social and family relationships. It also left its lingering mark for good and, sometimes, for ill on the western tradition. The aims of this course are three-fold: first, to introduce students to the theory and practice of classical rhetoric through a series of readings, discussions, and practical exercises; second, to encourage them to consider how and why rhetorical techniques are effective; third, to recognize the presence and discover the relevance of ancient rhetorical techniques to contemporary forensic practice. The course will draw from both the Greek and Roman traditions, offering comparison and contrast in quasi-historical fashion, but taking a fundamentally synchronic view of persuasive phenomena, and from modern material illustrating courtroom pleading and legal theory. The course will make use of contacts at the Law and some guest speakers on such topics as jury selection and the rules of evidence. Topics will include the role of rhetoric in ancient politics and education; the difference between rhetoric and jurisprudence; the (different) functions of courtroom advocacy in Athens and Rome; and the questioning of rhetorical education by philosophers and teachers from Plato to Quintilian.
Application on General Education Requirements: None
Sander Goldberg is Professor of Classics at UCLA. Educated at Indiana University and University College London, he taught at Stanford, Berkeley, and the University Colorado before coming to UCLA. He is an international authority in the areas of ancient comedy and the literature of the Roman society of the second and first centuries BCE. He takes special pleasure in introducing students to classical subjects and likes to explore connections to be made between ancient and modern worlds.
HC
46: Drugs in Society: An Interdisciplinary Perspective on Drug Abuse, Abuse, Treatment and Intevention
(5 units)
Director: Christine Grella, Psychiatry & Biobehaviorial Sciences
Drug use is at the core of many current, and often controversial, social issues. The use of psychoactive substances in the United States has changed historically, depending on trends in availability and social attitudes toward drug use. Similarly, social policies and responses toward drug use have changed over time, and even the definition of what constitutes a drug is the subject of both scientific and social debate. Depictions of drug use are pervasive within media and popular culture, with conflicting images that are often driven by social stereotypes. At the same time, biomedical research into the effects of drug use on the brain and body is rapidly advancing with the development of new research technologies, and addiction research is advancing our understanding of the neurobiology of addiction and the effectiveness of clinical interventions. The course is designed to expose students to a broad scope of issues regarding substance use in the United States, drawing upon current research and theory across multiple disciplines. The course will provide a historical context to the extent and type of drug use within the U.S., including changes in prevalence of use of different types of substances and in the cultural context in which drug use is understood. Different social policies and societal responses to drug use will be examined, including medical and psychosocial treatment approaches, criminal justice interventions, efforts to curtail the supply of illegal drugs (i.e., “War on Drugs”), prevention efforts aimed at youth, and movements to “legalize” certain drugs. Current research on the neurobiological properties of different types of drugs and corresponding clinical interventions will also be examined, as well as future directions in addictions-based research.
Application on General Education Requirements: None
Christine Grella, Ph.D., is a Research Psychologist at the UCLA Integrated Substance Abuse Programs, which affiliated with the Neuropsychiatric Institute, Department of Psychiatry and Biobehavioral Sciences in the School of Medicine at UCLA. She has been a lecturer in the Psychology Department at the University of California, Santa Cruz, and the UCLA Department of Sociology. She has been Principal Investigator or Co-Principal Investigator on 7 federally funded studies. Her research focuses on long-term patterns of drug use and treatment, gender differences in drug use and treatment, organizational characteristics of drug treatment programs, and the organization of service delivery systems for individuals with co-occurring disorders.
HC
50W: Writing Science
(6 units)
Director: Dana Watson, English
This class is inspired in a general way by my long-term and intense desire to improve the writing of future scientists and more specifically by a course described by Roy F. Fox in his article, “Spiders, Fireflies, and the Glow of Popular Science” (pp. 135-134 in The Astonishing Curriculum: Integrating Science and Humanities Through Language, Stephen Tchudi, editor). Fox rightly asserts that writing popular science, “making a mystery make sense for a naïve reader, immerses students in what is best about science: commitment, curiosity, discovery, focus, precision, knowledge, and facts. At the same time students are absorbed in what is best about the humanities: commitment, exploration, creativity, and clear communication motivated only for purposes of sharing information. Writing a popular science article integrates ‘the two cultures’ as few activities can.”
Students will read science writing, by journalists and scientists, on a variety of topics. They will write short directed essays (“micro themes”) for every class meeting, including re-imagining and rewriting short segments of published work, explaining a scientific idea (which they’ve read about in class or perhaps know from their area of expertise) to a certain audience using metaphors, and so on. Formal writing assignments will include at least one brief summary of a book or article (“commentary”), a write-up of an interview with a scientist about his or her area of interest, a review of the relevant literature on the student’s own topic of interest, and the main assignment in which they explain a mystery of science about which they are intensely curious.
Dana Cairns Watson received her BA and Ph.D. in English from UCLA. Her special fields are the art of writing and American Literature. She has considerable experience teaching writing to undergraduates. She is the author of Gertrude Stein and the Essence of What Happens(Vanderbilt University Press, January 2005) as well as articles on Alice Munro, Paule Marshall and Barbara Kingsolver.
HC
53: American Folk Music, Protest, and Identity
(5 units)
Director: William G. Roy, Sociology
Music is not just a form of enjoyment or idle article of consumption, but a matter of social identity. Racial, ethnic, regional, national, and generational groups identify with “their” music, treating it as a marker of boundaries among groups. However, folk music has turned this relationship between group and identity on its head. Those who created the genre of folk music and made it popular were rarely a part of the folk. The folk was always some “other.” The concept is barely more than a century old, created by academic and aristocratic elites nostalgically trying to recapture a romanticized, innocent rural way of life. The people who made the music that came to be known as folk music did not identify it as such. It was a concept mainly known to musicologists. Then American folk music became a popular genre primarily through the efforts of the organized left during the 1930s and 40s. Performers such as Pete Seeger, Woody Guthrie, Huddie Ledbetter (Leadbelly) and Aunt Molly Jackson made folk music into protest music, using the styles and tunes of rural America as a political weapon of “the people.” The Civil Rights Movement of the 1960s revived folk music as “freedom songs.”
Such history raises the question of how groups of people use cultural forms such as music to forge a collective sense of themselves, an identity. This course will use American folk music as a prism to investigate the more general relationship between cultural boundaries, such as musical genres, and social categories, such as race, ethnicity, nation and generation. Not only do existing groups shape cultural boundaries to enhance group solidarity and commitment, but the way that genres are formed can influence how social categories get defined or changed.
Application on General Education Requirements: Old L&S GE (Pre-Fall 2002) Humanities-The Arts, Social Sciences-Social Analysis ; New L&S GE (Fall 2002) None
William G. Roy is Professor of Sociology specializing in Comparative-Historical Sociology. He received his B.A. from Emory University and his Ph.D. from the University of Michigan. His book, Socializing Capital: The Rise of the Large Corporation in America was published by Princeton University Press (1997) and his Making Society: The Historical Construction of the World We Live In is forthcoming from Pine Forge Press. His newest research project examines the intersection of folk music, social movements, and race. He is also author of many articles and co-author of A Guide to Writing Sociology Papers (fourth edition, St. Martin’s Press). A winner of the UCLA Luckman Distinguished Teaching Award in 1989, he has been awarded the American Sociological Association Distinguished Teaching Award in 1999.
HC
64: Neuroscience and Psychology of Art and Biology of Aesthetics
Director: Dahlia W. Zaidel, Psychology
What is beauty? What is art? How do medical conditions (blindness/deafness) or mental illnesses (schizophrenia, hallucinations) affect art productions? What constitutes creativity and talent?
This course examines the interactions among neuroscience, psychology, anthropology, and philosophy to understand the psychology of beauty and art. Our underlying premise is that beauty, whether of faces, art works, or other objects, is processed by the brain. We shall examine the brain of both the producer and the observer to discover that beauty, whether in the face or elsewhere, has neurobiological underpinnings, despite the fact that the judgment of beauty always seems to be subjective. We shall look at mate-selection strategies in animals and the effects of brain damage in artists. Finally, we shall assess the implications of our discoveries to business and the economy, politics, and science.
Application on General
Education Requirements: Old L&S GE (Pre-Fall 2002) Life Sciences; New L&S GE (Fall 2002) Scientific Inquiry-Life Sciences. Also fulfills GE Seminar requirement - not Writing II.
Dahlia W. Zaidel, Adjunct Professor in the Department of Psychology, specializes in behavioral neuroscience. She has written and published extensively on the biology of the brain and its effect upon behavior. She particularly interested in brain asymmetry, hemispheric specialization, and facial attractiveness. Her recent publications include “Regional Differentiation of Neuron Morphology in Human Left and Right Hippocampus: Comparing Normal to Schizophrenic.” International Journal of Psychophysiology, 34 (1999); and “Neuronal Connectivity, Regional Differentiation, and Brain Damage in Humans.” Behavioral and Brain Sciences, 22 (1999).
(5 units)
HC
70AL: Genetic Engineering in Medicine, Agriculture, and Law (lab associated with HC 70A from W04)
(5 units)
Director: Bob Goldberg, Molecular, Cell, and Developmental Biology
(Description is for HC 70A:) For the first time in human history we have control over our biological destinies by using powerful genetic engineering technologies. What is genetic engineering and how has it affected our lives and society? The class will explore the basic concepts of genetic engineering and its applications in medicine, law, and agriculture. The goal of this class is to put genetic engineering into a scientific and historic perspective so that we can make objective decisions about how this technology should be used in the future.
Questions that will be addressed include: How are genes isolated, reprogrammed, and put back into living cells in order to change their genetic destiny? How has genetic engineering helped push back the frontiers of basic knowledge, created a multi-billion dollar biotechnology industry, and become part of our daily lives? Who owns our genes and can they be patented? How has our ability to manipulate DNA changed our concepts of privacy and made an impact on the criminal justice system? What federal and state laws govern our ability to manipulate living organisms, and what does the Constitution say about science?
What is the potential for using genetic engineering to create and combat bioweapons? How is genetic engineering being used to create the livestock and crops of tomorrow? What are the ethical issues related to producing genetically engineered food and powerful new drugs? How does genetic engineering affect the lives of people in the developing world and offer great benefits for their well being in the future? What are the implications of using genetic engineering to diagnose and cure diseases as well as enhance human life?
I will use lectures, films, and discussions to provide a basic understanding of how genetic engineering is carried out and what societal issues are raised by the use of this powerful technology. We will trace the history of genetic engineering technology, learn about the scientists who invented gene splicing techniques, and read Scientific American papers that describe first-hand how genetic engineering has changed our lives. We will also engage in debates about the ethical and societal issues that have arisen as a result of genetic engineering technology and act these debates out in "docudramas" to make them come alive.
At the end of the class, students will have the opportunity to have a "real-life" SRP experience in my laboratory using many of the genetic engineering technologies that they have read about and discussed.
Application on General Education Requirements: Given to main course (HC 70A)
NOTE: This course is NOT for students who have taken the following courses: Life Sciences 3, Life Sciences 4, or Microbiology 7.
Bob Goldberg is a Professor in the Department of Molecular, Cell, and Developmental Biology and has been on the UCLA faculty since 1976. He received his undergraduate degree in botany from Ohio University and his doctoral degree in plant genetics from the University of Arizona. Professor Goldberg's research focuses on the genes that control seed formation and how to use these genes to make the "super crops" of tomorrow. He has received numerous awards for his contributions to the field of plant molecular biology, including election to the National Academy of Sciences, the National Order for Scientific Merit from the President of Brazil, and being listed as making one of the "Top 20" Professors in UCLA's 75-year history. He has received Distinguished Teaching Awards from the Department of Biology and the Department of Molecular, Cell, and Developmental Biology, and he has received the Luckmann Distinguished Teaching Award and the Gold Shield Prize for Excellence in Research and Undergraduate Education from the Academic Senate. Recently, Professor Goldberg was awarded a Howard Hughes Medical Institute University Professorship, which is sponsoring this Honors Collegium class.
HC
78: Gender and International Development
Director:Şule Özler, Economics
This course is designed as an overview of the field of gender and economics, with an emphasis on developing country
expericences in a globalizing world economy. The course has four components: 1) We shall look first at the theoretical debates within the gender and economics field; and 2) make an overview of gender inequalities
such as gender division of labor in paid and unpaid work, patterns of employment and unemployment, and wage gaps between men and women in different regions of the world economy with
emphasis on developing countries; 3) we shall then focus on specific topics within the gender and development field such as structural adjustment,
feminization of the labor force, and poverty; and finally 4) we will discuss a wide range of efforts and proposals (by governments, international policy making institutions and civil society
organizations) to make economic policies and economic structures gender-equitable (“gender-mainstreaming” of economic analysis and policy).
(5 units)
Application on General Education Requirements: None
Şule Özler, Associate Professor of Economics, received her BS in Economics from the Middle East Technical University, Ankara, Turkey and her Ph.D in Economics from Stanford University. She has taught at Koç University and at the Kennedy School at Harvard as well as UCLA; and she has served on the Advisory panel for the Human Development Report of the United Nations Development Program. Her research interests include inequalities/differences in a globalizing world as manifested in gender relations, productivity growth, and international private capital markets; and psychoanalytic perspectives on the methodology and theory of the individual in economics.
HC
80: Genomics and the Boundaries of Self
(5 units)
Directors: Edward McCabe, Pediatrics and Linda McCabe, Human Genetics and Pediatrics
The era is upon us when we will have the sequence of the entire human genome available to us. In this course, we will consider the impact that the knowledge of this genomic sequence will have on our concepts of ourselves as individuals and of our place in the biological universe. We will explore how this information will influence concepts of race/ethnicity and gender. The ability of DNA-based forensics to identify specific individuals will be considered. As genes become commodities with value in the market-place, we may find that someone else owns our genes. The cloning of humans for reproductive and therapeutic purposes will also be discussed. Much has been made of the medical implications of the Human Genome Project, but we will look at the influence of this information on our concepts of self and identity.
Application on General Education Requirements: None
Edward R.B. McCabe, M.D., Ph.D., is Professor and Executive Chair of the UCLA Department of Pediatrics, and Physician-in-Chief of the Mattel Children’s Hospital at UCLA. He directs the Pediatric Research, Innovation and Mentoring Experience (PRIME) Program, the UCLA Child Health Research Career Development Award, the Human and Molecular Development Postdoctoral Training Program and the UCLA Center for Society, the Individual and Genetics. A pediatrician and geneticist, Dr. McCabe began his research career at the age of 15 in the Pediatric Research Laboratory at the University of Maryland School of Medicine. He received his B.A. from The Johns Hopkins University (1967), and his Ph.D. (1972) and M.D. (1974) from the University of Southern California. He completed his Pediatrics Residency at the University of Minnesota (1974-1976). He is President (2001-2002) of the American College of Medical Genetics, President of the Western Society for Pediatric Research (2002), Chair of the Secretary’s Advisory Committee on Genetic Testing (1998-Present), and Member of the American Pediatric Society Council (2002-2007). Dr. McCabe was the first to show that DNA could be extracted from newborn screening blotters. This discovery is the basis for the use of blotters for molecular genetic diagnosis, forensics (including the DNA dog tag) and infectious disease diagnosis.
Linda L. McCabe, Ph.D., Adjunct Assistant Professor, UCLA Departments of Human Genetics and Pediatrics, received her B.A. from Towson State College (1969) and her Ph.D. from the University of Southern California (1972). She is the Coordinator of the Pediatrics Research, Innovation and Mentoring Experience (PRIME) Program, Recruiter for the UCLA Child Health Research Career Development Award, and Coordinator of the Human and Molecular Development Training Grant. She is also a member of the Advisory Board of the UCLA Center for Society, the Individual and Genetics. She developed the Ethical Issues in Human Genetics course and serves as a member of the UCLA Medical Institutional Review Board. She is also the Managing Editor of the journal, Molecular Genetics and Metabolism. Newborn screening is the focus of Dr. McCabe’s research.
HC
105: Client-Based Program Evaluation
(5 units)
Director: O'Byrne, K.
Course description available soon
HC M106: Imaginary Women
(4 units)
Director: Katherine Callen King, Classics and Comparative Literature
This course analyzes three female cultural archetypes: the Absconding Wife/Mother, the Infanticide Mother, and the Warrior Woman. We shall compare the classical and modern manifestations of these archetypes in European and Euro-American cultures as Helen, Medea /Procne, and Penthesileia. We shall also study the roughly analogous archetypes in the classical/traditional literatures of selected African, Asian, Central American, and Native American cultures as compared with their re-visioned reincarnations in modern African American, Asian American, Native American, and Chicana/o literatures. Cross-cultural and cross-temporal analysis can provide insights into the relationship between a community's cultural imaginary and its political reality. In addition, we shall look for strategies of deconstruction and empowerment by and for "minority" (female and/or non-dominant ethnic) groups in writers who deploy experiences drawn from one or more marginalized cultures (e.g. feminist, Native American) as well as the dominant (European male) culture. Our course will take into account the fiction of writers of both sexes and several countries but will focus on treatment by women writers in the above mentioned five ethnic groups within the United States.
Note: This course has an enrollment restriction
Application on General Education Requirements: None
Katherine Callen King holds a joint appointment in the Department of Classics and the Program in Comparative Literature. She received her BA in Greek and English from Vassar College, an MA in Classics from Columbia University, and an MA and Ph.D. in Comparative Literature from Princeton University. Her book, Achilles: Paradigms of the War Hero from Homer through the Middle Ages, has been published by the University of California Press. She has also edited Homer, a book on the influence of Homer from the Middle Ages through the 20th century. In 1992, she was recognized by Honors Programs for her outstanding contributions to the Honors Collegium. Mortarboard chose her as Faculty of the Quarter in the fall of 1992 and she received UCLA's Distinguished Teaching Award in 1993.
HC
107:
The Painful Birth: The Rise of Modern Capitalism in Late Medieval Italy
Director: Marco Codebò, Italian
Modern capitalism was born in Italian cities around 1100 AD when merchants and bankers started an urban and commercial revolution in which they had to fight the old dominant classes on economic as well as ideological grounds. The cultural implications of this conflict led the merchants into a collusion with the values embodied by the feudal nobility and the Church.
Our course begins by looking at the economic basics of the urban class ascent: the demographic and agricultural boom of 1000 AD; the vitalization of commerce and monetary economy; and the invention of such financial tools as the compagnia (limited partnership) and commenda (joint stock company). Subsequently, the bulk of the course focuses on ideological issues: the contempt for commerce in classic and medieval societies; the prohibition of usury; the evolution of the ideal of nobility; the choice between earth and sky.
We shall examine medieval texts to understand how a new ideal of life and a new image of the human enterprise came eventually to be molded at the end of this revolution (circa 1400 AD), establishing the ground not only for Humanism but also for modernity as we know it.
Application on General Education Requirements: None
Marco Codebò received his Lauree, the first in Philosophy and the second in Italian Literature, at the University of Genoa, Italy. He taught Italian Literature and History in the Italian High Schools for fifteen years. In 1992, he joined the Italian Department at UCLA where he is teaching now. He is doing research on the Italian narrative of the twentieth century and on the relationship among religion, culture, and literature in the Middle Ages.
HC
M112:
The Inner and Outer Worlds of Children: Perspectives on Social Policies towards Children and Schooling
Director: James Bruno, Education
Given the wide expanse of school violence, vandalism, and substance abuse among American middle and high school students, there is much evidence to suggest that attention to the “inner” world of a child will become an increasingly important concern for parents, teachers, and society. While the outer world of academic attainment and preparation for the world of work is still a major function of the schooling process, preparing students for the inner world relationship they will have to the “self” is becoming of equal importance.
This course examines both of these components of the schooling process and explores the social policies that impact on both the inner and outer worlds of children. Specifically, the course 1) presents an analysis of recent social policies and school reform efforts that are designed to address the cognitive outcomes of the schooling process; and 2) examines the intended and unintended effects of social policies that impact on the child’s inner world. In this latter case, we shall discuss the classical works of social theorists and psychologists, such as Jung, Erikson, and Adler, and explore their insights regarding student at-risk behaviors and the propensities for school violence, vandalism, and substance abuse. Finally, the course examines recent research evidence dealing with the impact of urban negative geographical space and physical environments on the inner and outer worlds of children.
James E. Bruno, Professor of Education, teaches and conducts research in educational policy analysis, school administration, and educational planning. His primary interests include quantitative methods for policy analysis in educational organizations, technology-based formative evaluation and assessment procedures to support instruction, and the study of time perception and time investment in student and teacher behaviors. He is the author of over a hundred books and articles; he regularly consults to national and international educational agencies, and he works with the juvenile justice system in Los Angeles County; and with the Mathematics and Engineering and Science Achievement (MESA) project in California.
HC
127: Citizenship, Leadership, and Service
Director: Robert Naples, Dean of Students
This course is directed towards students interested in public policy, education, urban planning, social welfare, political science, philosophy, communications, and history. The course includes theoretical and practical components.
This is an interactive, participatory seminar in which students will learn about the theoretical and practical connections between citizenship, leadership, and service. In the classroom, students will undertake a survey of readings on types and definitions of leadership that range from the classical models of Ancient Greece to the newest developments in the emerging post-industrial, relational leadership paradigm. Simultaneously, students will choose a service project in the community and be trained to lead an effective project. They will be enjoined to incorporate theory with their own values and with their experiences as leaders in their service projects.
Application on General Education Requirements: Old L&S GE (Pre-Fall 2002) four units of Social Science credit (Social Analysis).
Robert Naples received his bachelor’s degree in Exceptional Children Education, his master’s degree in Student Personnel Administration, and his Ph.D. in Education. He has worked as Associate Dean of Students at the Philadelphia College of Textiles and Science and Associate Vice President for Student Affairs at the Cal Poly, Pomona. He is currently Assistant Vice Chancellor for Student and Campus Life and Dean of Students at UCLA. In addition to his administrative responsibilities, he has taught courses in Fundamental Principles of Learning Skills, Career and Personal Exploration, and Sexual Student Affairs Practice and Theory.
HC
137: Political Satire: The Offensive Art
Director: Leonard Freeman, Political Science
Political Satire—the art of using wit to embarrass political leaders and comment caustically on political issues—has existed in many societies, authoritarian as well as democratic. Its purpose is deliberately offensive; typically, its tone is hostile, even cruel; and, inevitably, it exaggerates and distorts. Yet it represents a valuable challenge to abuses of power, to hypocrisy, and to overblown rhetoric. At its best, it can be aesthetically and intellectually pleasing through the deft display of wit, acute observation, and verbal dexterity.
This course studies political satire in several societies and in a variety of genres. Though the primary focus will be on the U.S. and Britain over the past century, material from a number of non-democratic countries in the modern era will also be considered, as well as examples from earlier periods. Genres reviewed include novels, plays, verse, songs, journalism, political cartoons, television and radio, movies, and satirical revues.
The first part of our course provides some historical perspective from the origins in Greece and Rome; explores the psychology of humor and satire; and reviews the socio-political conditions, which generate or constrain satire. The second part addresses some of the most common targets-- politicians, bureaucrats, the military, and the public at large—and explores some key questions. Why are politicians and politics especially vulnerable to satire? What circumstances encourage or discourage political satire? What motivates the satirists? To what extent is our response to satire affected by our personal biases.
Application on General Education Requirements: Old L&S GE (Pre-Fall 2002) Humanities-The Arts; New L&S GE (Fall 2002) None.
Leonard Freeman was born in England and received his bachelor’s degree from the London School of Economics and Political Science and his Ph.D. in Political Science from UCLA where he has been a professor for many years. He has also served as Dean of UCLA Extension. His political science publications include Power and Politics in America and Politics and Policy in Britain, and he has written extensively in the field of continuing higher education. He is the recipient of the UCLA Alumni Association’s University Service Award, has acted as consultant on continuing education to universities in several countries, and has participated in a number of television and radio projects. Currently, he is working on a comparative study of political satire.
HC
140: Social Psychology of Privilege and Oppression in Public Education
Director: Jerome Rabow, Sociology
While we understand a great deal about social arrangements that are permanently unequal (slavery, caste systems), less is understood about social arrangements that are temporarily unequal. Temporary inequality occurs in families and schools. These two institutions are ideally set up to achieve permanent equality in matters of race, gender, and class, but often fail to achieve these goals.
In this course, we shall examine one of these institutions: the contemporary American Public School. The course includes both theoretical and practical components. Our readings on education will focus on the way in which race, gender, class, and sexual orientation tend to become permanent inequalities, establishing deep social arrangements in American life. Concurrently, students will examine the practice of temporary inequality by spending three hours a week tutoring at a public school.
Out of theory and practice, we shall examine how the arrangements of inequalities are encouraged and reinforced in American public education at primary, high school and college levels; and we shall explore possible ways of modifying them.
Application on General Education Requirements: Old L&S GE (Pre-Fall 2002) Social Sciences-Social Analysis; New L&S GE (Fall 2002) None.
Jerome Rabow areceived his Bachelor's degree from Brooklyn College, where he majored in Sociology and Psychology. He subsequently worked with delinquent boys at the Highfields Residential Treatment Center in Hopewell, New Jersey, and was the group therapist at the Provo Experiment in Delinquency Rehabilitation in Utah. Professor Rabow did graduate work at Columbia University and received his Ph.D. from the University of Michigan. His research interests lie in psychoanalytical sociology, peace attitudes, gender and money, and college students' drinking and driving. His published works include Vital Problems for American Society; Sociology, Students, and Society; Cracks in the Classroom Wall; and Advances in Psychoanalytic Sociology.
HC
141: Biology and Medicine in the Post-Genomic Era
Director: Estaban Dell'Angelica, Human Genetics
The Human Genome Project has been considered a scientific achievement comparable to that of the arrival of men to the Moon, and it was celebrated triumphantly by both the research community and the general media in 2001. So why
years later a public consortium continues to report about work towards finishing it? What exactly are these other 'omics' (proteomics, functional genomics, and pharmacogenomics)? Are they really having a major impact on Biology and Medicine? This course is aimed at addressing these issues at a non-specialized level. The course will consist of lectures introducing each 'omic' and providing background technical information, followed by discussion sessions
focused on current applications and limitations as well as on derived ethical issues. Technical aspects will be included only to the extent necessary to allow a productive discussion. Major topics will include the Human Genome Project, comparative and
environmental genomics, structural and functional genomics, transcriptomics, proteomics, pharmacogenomics and metabolomics. Application on General Education Requirements: None
Esteban C. Dell'Angelica, Assistant Professor in the Department of Human Genetics at UCLA, holds a
Ph.D. in Biological Chemistry from the University of Buenos Aires. He has also worked at the Cell Biology and Metabolism Branch of the National Institute of Child Health and Human
Development in Bethesda, MD and is an Editorial Board Member of Traffic. He is the author of many scientific research articles as well as science review articles on the subject of genetics. HC
142: Madness in the Enlightenment: The Care and Cure of Mental Illness
Director: Dora Weiner, Medical Humanities and History
This seminar explores the writings of physicians and reformers of the Enlightenment who studied and treated the mentally ill and recorded their theories, findings, and recommendations. We shall examine the impact of Enlightened thought on aspects as diverse as patient management,
hospital architecture, and legal concepts of insanity. The care and cure of mental illness will be considered in the context of the social, intellectual, and cultural history of the time and our comparative study will encompass Great Britain, France, Germany, Italy, and the United States. Research papers and reports by seminar participants may focus on works that can be read in the original in the Rare Book Collection of the Biomedical Library. Application on General Education Requirements: Old L&S GE (Pre-Fall 2002) Social Sciences-Historical Analysis; New L&S GE (Fall 2002) None.
Dora Weiner, holds a baccalauréat from the University of Paris, the BA from Smith College, and the Ph.D. from Columbia University –all in Modern European History with major emphasis on France. Post-doctoral training in the history of medicine at the Johns Hopkins University eventually led to UCLA where she is Professor of Medical Humanities in the Medical School and holds a joint appointment as Professor of History.
She is author of Raspail: Scientist and Reformer and The Citizen-Patient in Revolutionary and Imperial Paris; the translator and editor of The Clinical Training of Doctors: An Essay of 1793 and of Jacques Tenon’s Memoirs on Paris Hospitals (1788); and the co-editor of From Parnassus: Essays in Honors of Jacques Barzun and The World of Doctor Francisco Hernandez. She is completing a study of the beginnings of psychiatry at the times of the Revolution and Napoleon. As a teacher, Dr. Weiner tries to foster good writing,
a grasp of geography as the basis of history, an appreciation of original sources, and the use of foreign language skills in research. HC
M150: Models and Modeling in Anthropology
Director: Dwight Read, Anthropology
Ask two anthropologists for a definition of culture and you will get two different answers. Culture, like conscience, is one of those elusive concepts that we know is there, but we cannot easily define. Generally, culture has to do with the ideas, concepts, ideologies and beliefs that we acquire as part of growing up. It is what makes us “us” as opposed to “them” or “the other.” Sometimes the term “constructed reality” is used to underlie the fact that culture is more than a mental representation of the social world in which we live as it also constructs for us the dimensions of the social world– and even our perception of the physical world -- in which we operate.
While we have had over a hundred years of ethnographic research and numerous theories (and even anti-theories) – functionalism, materialism, structuralism, and the excesses of post-modernism—we have not yet developed a good way to represent what we mean by culture or to deconstruct culture into its basic elements to show how they combine and interact to make that whole we refer to as culture.
This course examines some of the basic questions that are addressed in our study of what we mean by culture with new modeling methods that allow us to begin to do quasi-experimental research into the nature of culture. We will make extensive use of multi-agent simulation as a way to examine how culture can be both supra-organic yet be embedded imperfectly in the minds of culture bearers. In this course we will attempt to arrive at a better understanding of what we mean by the “us/them” dichotomy that underlies much of the racism and other forms of discrimination that exist in the world, and better understand the way in which the individual and institutional levels we use as a framework to understand human behavior are dependent upon the cultural world within which we exist and act.
Application on General Education Requirements: None
Dwight W. Read, Professor of Anthropology and of Statistics, received his Ph.D at UCLA in Mathematics. His current research focuses on the interrelationship between the material and the ideational domains in human societies. He has edited two special issues of the Journal of Quantitative Anthropology (Computer-Based Solutions to Anthropological Problems (1990) and Formal Methods in Anthropology: Past Successes and New Directions (1993)); and a special issue of the Journal of Artificial Societies and Social Simulation (Computer Simulation in Anthropology). He has developed a major computer program (Kinship Algebraic Expert System, or KAES) that constructs a formal (algebraic) model of the logic underlying the structure of a kinship terminology. He has received several large National Science Foundation grants and is currently a co-Principal Investigator on an NSF Biocomplexity Grant, focusing on the cultural dimension underlying cooperative behavior among Balinese rice farmers.
HC 153: International Flash Points
Director: Warren Christopher, former U.S. Secretary of State
This course concentrates on the explosive confrontation points in current international affairs: the flash points that threaten world peace or U.S. vital interests. It will not be a series of lectures, but rather a highly participatory offering to about 18 upper class men and women. The goals of the course will be to create a forum for intelligent and informed debate and to hone students’ research and presentation skills.
The first session will be devoted to discussion and selection of the international flash points that the class will focus on. Many of the flash points are fairly obvious -- North and South Korea; India and Pakistan; Israel and the Palestinians; Iraq, Russia and Chechnya; Columbia; Afghanistan and Congo. The purpose of this session will be to get a buy-in from the class as to the issues to be considered. We might also learn something from our choices.
After the flash points are selected, a three-hour seminar, meeting once a week, will be devoted to each one. Each session will begin with a brief scene-setter, then one student will make an oral presentation of the geography, history, and argumentation for one point of view (e.g. India) and another will present the contrasting point of view (e.g. Pakistan). After the initial presentation, there will be a moderated and guided discussion by the whole group. The presenters will be expected to defend their points of view, and the entire class will be expected to participate. Students will turn their presentations into written advocacy papers. In addition, as a separate matter,
Mr. Christopher will lead a discussion of media treatment of foreign policy issues on the day of the class.
NOTE: There is an enrollment restriction for this course. Application on General Education Requirements: None
Warren Christopher has a long history of public service. After graduating from Stanford Law School, he served as law clerk to Justice William O. Douglas of the U.S. Supreme Court and subsequently as the Deputy Attorney General of the United States. He later served as Deputy Secretary of State of the United States (1977-1981), and was awarded the Medal of Freedom, the nation’s highest civilian award, for his role in negotiating the release of 52 American hostages in Iran. After rejoining his law firm of O’Melveny and Myers, Mr. Christopher went on to Chair the Independent Commission on the Los Angeles Police Department in the aftermath of the Rodney King incident. In 1993, he was sworn in as the 63rd U.S. Secretary of State, and served until 1997. His activities since his return to his law firm have involved consultations on a wide variety of international matters, as well as service on many boards and civic entities. He has authored two books: In the Stream of History: Shaping Foreign Policy for a New Era (published in 1998 by Stanford University Press), and Chances of a Lifetime (published in 2001 by Scribner).
HC
M157: International Relations of the Middle East
Director: Spiegel, S.L.
Course description available soon
Application on General Education Requirements: None
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