| HC 5 | Representing Cleopatra: History, Drama, and Film |
| HC 10 | Colonial Legacies: Childhood and Islam in Francophone Africa |
| HC 25 | Artificial Intelligence |
| HC 30 | The Vietnam War and American Culture |
| HC 41 | Rhetoric on Trial |
| HC 46 | Drugs in Society: An Interdisciplinary Perspective on Drug Abuse, Abuse, Treatment and Intevention |
| HC 48 | Politics of Reproduction |
| HC 56 | Language as a Window to the Mind |
| HC 58 | History of Time |
| 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 W08) |
| HC 103 | Scientific Knowledge, Industrial Growth, and Social Policy |
| HC 122 | Violence against Women in Cross Cultural Perspectives |
| 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 M157 | International Relations of the Middle East |
| HC 169 | Pretense: Imposture and National Identity |
| HC 171 | Rationality and Emotions |
| HC 172 | French Thinkers of Society |
HC 5: Representing Cleopatra: History, Drama, and Film
Director: Robert Gurval, Classics
Who was Cleopatra? How was the legendary queen of Egypt seen by her contemporaries? When did the myth(s) of Cleopatra originate, and how did subsequent cultures and eras imagine her? This seminar will seek to answer these and other questions in a critical study of the literary, visual, and cinematic representations of Cleopatra from classical antiquity to the modern era
Students will first evaluate the ancient evidence that documents Cleopatra’s rise to power and political associations with two of Rome’s greatest leaders, Julius Caesar and Mark Antony. Plutarch’s Life of Antony will be a starting point for a consideration of ancient attitudes. We will also examine the evidence of coins, sculpture, and inscriptions in an effort to understand how Cleopatra represented herself in Egypt and the Greco-Roman world.
The second part of the course will examine the emergence of Cleopatra as a figure of seduction and exoticism in post-classical literature and drama. Readings will include the biographies of Cleopatra by the Italian humanist Giovanni Boccaccio, Concerning Famous Women (ca. 1355-59) and by Geoffrey Chaucer, Legend of Good Women (ca. 1380) who place the queen prominently in their chronicles of famous women of history. Boccaccio brands the Egyptian queen as a beautiful but entirely wicked, cruel and lustful woman. Chaucer, on the other hand, heads his list with Cleopatra, surprisingly and perhaps ironically, as a paradigm of feminine virtue. In the Renaissance plays of William Shakespeare (Antony and Cleopatra ca. 1607) and John Dryden (All for Love 1678), Cleopatra appears on stage as a tragic figure of excess and passion. Centuries later, Bernard Shaw (Caesar and Cleopatra 1912) mocks the romantic characterization of Cleopatra which had been popularized in his own era.
The final weeks of the course will focus on visual and cinematic representations of the queen. A marble sculpture of Cleopatra by William Wetmore Story (1860) offers a distinctively American conception of Cleopatra. An ardent advocate of emancipation at the outbreak of the Civil War, Story depicted the queen with ostensibly African physiognomic features. In the twentieth-century, the new medium of cinema transformed the queen into the modern femme fatale, smart, sassy, and sexy. The film Cleopatra, starring Claudette Colbert in 1934 and Elizabeth Taylor in 1963, will be examined as new appropriations of Roman history and as constructions of femininity.
Application on General Educational Requirements: New L&S GE (Fall of 2002) – Arts and Humanities-Literary and Cultural Analysis; GE Seminar - Yes; GE Writing II - No
Robert Gurval Associate Professor in the Department of Classics, received his B.A. in Classics from Brown University and his Ph.D. in Classics from the University of California, Berkeley. His research focuses on issues of politics, literature and culture in the early Roman imperial period. He is the author of the book, Actium and Augustus: The Politics and Emotions of Civil War, a study of the public ideology of the victory of Caesar Augustus over Mark Antony and Cleopatra. He has published articles and reviews on various aspects of Augustan literature and politics, including a forthcoming essay on the topic of Cleopatra and the asp. His current book project, Tokens of Authority: Politics, Culture and Ideology on the Coins of Augustus, examines the political imagery of coinage in the first century BCE. In 1996-97 he was the recipient of the Rome Prize in Classical Studies at the American Academy in Rome. He has been honored for his distinguished teaching in the Honors Collegium and is a recipient of UCLA’s Distinguished teaching Award.
HC 10: Colonial Legacies: Childhood and Islam and Francophone Africa
Director: Dominic Thomas, French and Francophone Studies
This course introduces students to the rich and diverse literatures and cultures of francophone sub-Saharan Africa. Through a broad range of novels and films from Guinea, Cameroon, Senegal, and Mali, students are encouraged to appreciate and understand some strikingly original cultural productions. We shall explore such key issues as colonialism, polygamy, education, female circumcision, and racism—key objectives being an exploration of France’s colonial project, the significance of the civilizing mission, and the role of the colonial schools and missionaries in attempting to create French cultural prototypes around the world. We shall also examine the impact of France’s assimilationist policies on the people of Africa, the challenge to Islam, and the various ways in which these societies have reconfigured themselves during the postcolonial era.
Application on General Educational Requirements: Old L&S GE (Pre Fall 2002) - Humanities-Culture and Civilization; New L&S GE (Fall of 2002) – Arts and Humanities-Literary and Cultural Analysis; GE Seminar - Yes; GE Writing II - No
Dominic Thomas received his Ph.D. from Yale University and is currently Assistant Professor in the Department of French and Francophone Studies at UCLA. He specializes in the literature and cultures of sub-Saharan Africa and the African Diaspora in France. His teaching and research interests include African literature, cinema, and immigration and racism in contemporary France. HC 25: Artificial Intelligence Director: Dario Nardi,
Human Complex Systems
Do we control technology or
does it control us? Are we just machines or are we more than that? Human
abilities can be programmed into computers and robots in order to make machines
act like people. But what are these human abilities? Some are self-evident.
People see, hear and walk, for example. Others are subtle. How do we store,
arrange, edit and retrieve memories? How do we know when someone is lying or
joking? Is there a theory for how to tell stories? Two deep and long-standing
philosophical divisions have arisen in response to these questions. One school
is that of “brain in a box”: mind and body are separate and we can build a
machine that is intelligent and aware without a body or emotions. The other
school argues for “Situated Action”: intelligence and awareness “emerge” only in
the context of a body, a physical environment, and social relationships. We
shall explore these two schools and examine current approaches in artificial
intelligence, as well as the many ways people perceive, act, react and believe.
Class projects and assignments include observations of our mental processes at
work and group presentations that demonstrate how patterns in learning,
intelligence and communication can emerge from a seemingly disorganized and
unstructured situation, whether among people, in the mind, or potentially in a
computer.
Application on General
Education Requirements: None
Dario Nardi, Adjunct
Assistant Professor in Human Complex Systems, received his Ph.D. in Systems
Science and Industrial Engineering from the State University of New York at
Binghamton. He has also studied as Waseda University in Tokyo, Japan, and is
certified in psychological testing. His focus is artificial intelligence,
undergraduate education and curriculum design, and human factors in general. As
an author and speaker on human behavior, he is particularly interested in how
“normal” people experience the everyday world in different ways, and how
machines can be made to interact socially in ways that mirror and complement
these differences. Fiction writing, music, and a number of other part time
hobbies complement these otherwise theoretical approaches, and he is a strong
advocate that learning should be interactive and fun. He is also a fellow at the
Temperament Research Institute.
HC
30: The Vietnam War and American Culture
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).
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
41: Rhetoric on Trial
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
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 48: The Politics of Reproduction
Director: Gail Kligman, Sociology
Human reproduction and its regulation are contemporary policy issues around the world. Government efforts to influence fertility behavior call attention to an important feature of the modern state: political intervention into private life, intimacy, and sexuality. Technological developments have facilitated the bureaucratic regulation of the body as well as of medical practice--with positive and negative consequences. The expansion of the state into the bodies and lives of citizens has blurred the boundaries between public and private interests.
In this course, we shall explore diverse aspects of the politics of reproduction. "Politics of reproduction" refers to the intersection between politics and the life cycle, or between the public sphere and private lives. We shall discuss the complex relations between individual, local, and global interests as they shape and reflect reproductive practices, public policy, and the exercise of power. Diverse topics covered by our course include the social construction of gender and reproductive practices, the relationship between nationalism and embodied politics, abortion, the politicization of motherhood and mothering, and new technologies as they impact social and biological reproduction and experience. The readings for this seminar are drawn from interdisciplinary perspectives. Application on General
Education Requirements: Old L&S GE (Pre Fall 2002) - Social Sciences-Social Analysis; New L&S GE (Fall 2002) - None
Gail Kligman, a professor in the Department of Sociology at UCLA, received her Ph.D. in Sociology from the University of California at Berkeley. Her research interests include socialist and post-socialist Eastern Europe, gender, and culture. Among her works are The Wedding of the Dead: Ritual, Poetics and Popular Culture in Transylvania (1988) and Politics of Duplicity: Women, Abortion and the State in Ceausescu's Romania. Professor Kligman is also the co-organizer of a comparative, international research project on "Women, Gender and the Transition in Eastern Europe."
HC 56: Language as a Window to the Mind Director: Susan
Curtiss, Linguistics
What is language? What are
some of the properties that human language has? Why is human language as it is?
What must be the mind be like if language has the characteristics that it does?
This course covers these and other questions considering the nature of human
language and the clues it gives us about the nature of the human mind. Topics
include: the formal nature and character of human language (phonetics, syntax,
etc.); differences and similarities between sign languages and spoken languages;
language acquisition in the child; language representation in the brain; the
relationship between language and other mental abilities; the autonomous nature
of language as a system of knowledge; and other cognitive domains, including
body representation and vision.
Application on General
Education Requirements: Old L&S GE (Pre-Fall 2002) Humanities-Language and
Linguistics; New L&S GE (Fall 2002) None.
Note: There is an enrollment
restriction Susan Curtiss,
Professor of Linguistics at UCLA, received her B.A. from the University of
California at Berkeley and her Ph.D. from UCLA.. She has carried out a program
of research on the critical period for language development and the relationship
between language (principally grammar) and non-language cognition. In this work,
she has studied language development in linguistic isolates, normally developing
children, mentally retarded children, and children with pre-school language
impairments. She has also studied language breakdown in adults with acquired
aphasia and in adults with Alzheimer’s type dementia. She is currently carrying
out research to map grammar onto the brain by studying language development in
children with temporal lobe and intractable epilepsy who undergo different
cortical resections to alleviate their seizures. Her published works include a
book on a case of language acquisition outside of the critical period and
numerous articles on language development and language breakdown, and
dissociations between language and other aspects of the mind. She teaches
general Linguistics, language development, neurolinguistics, and
psycholinguistics, is co-director of the Psycholinguistics/Neurolinguistics
Laboratory in the Department of Linguistics, and directs several funded research
projects on language development the brain.
HC
58: Time in Society and History
Director: William Roy, Sociology
Time is a dimension of reality that is typically taken for granted and rarely examined. The way our culture perceives time as a linear movement from the past to the present and into the future, the way we segment time into discrete measured units, the way we specialize time into distinct activities, the way we standardize time across society so we all accept the same metric, and the way we model the rest of the world ?with both scientific and common treatments ?within temporally based causation, all these issues can be opened up for examination. This course will examine the concept of time from sociological, historical, philosophical, anthropological, and physical perspectives. It will ask how cultures have perceived time, how societies have organized themselves within time, how groups have clashed over how time is defined, measured, and organized, and how academics, in various disciplines have theorized time.
Application on General
Education Requirements: New L&S GE (Fall 2002) Social Sciences-Social Analysis OR Social Sciences-Historical Analysis
William Roy is a 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. He is author of Socializing Capital: The Rise of the Large Corporation in America and of Making Society: the Historical Construction of the World We Live In. He is the author of many scholarly articles and papers and has conducted research in the intersection of folk music, social movements, and race. He is a recipient of UCLA’s Luckman Distinguished Teaching Award and of the American Sociological Association’s Distinguished Teaching Award.
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)
(5 units)
(5 units)
(4 units)
(5 units)
(5 units)
(4 units)
(4 units)
(4 units)
(5 units)
HC
70AL: Genetic Engineering in Medicine, Agriculture, and Law (lab associated with HC 70A from W08)
(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.
Scientific Knowledge, Industrial Growth, and Social Policy
(5 units)
Director: Lynne Zucker, Sociology and Policy Studies
How is scientific knowledge generated and shared? What is the role of institutions such as universities, the law, and private corporations in the exploitation of scientific knowledge? How do national and regional policies affect the generation and sharing of knowledge? What are the benefits and risks of the development and application of new knowledge and how do we assess them?
This course uses the principles of economics, sociology, and policy studies to examine the effects of new scientific knowledge and technological innovations upon the economy and the society. Our topics will range from developments in biotechnology and semiconductors to computer software and communications, including the web. Using nanotechnology, we shall explore the problems of prediction of both benefits and risks to the economy and the society when such new technologies are in the process of development.
Lynne Zucker is Professor of Sociology and Policy Studies, and Director of the Center for International Science, Technology, and Cultural Policy at the School of Public Policy & Social Research at UCLA. She is also Research Associate, National Bureau of Economic Research and Fellow, California Council on Science and Technology. Zucker's current research is on basic science and industry in nano-systems, biotechnology, and the web, joint with Michael Darby, Cordner Professor in the Anderson School, UCLA. One central research and policy question is the optimal amount of knowledge capture-how much knowledge does a scientist or a company need to be able to keep private in order to provide sufficient incentives to generate new knowledge. Her teaching reflects these interests: active learning through analysis and small-scale research.
Director: Sharman Babior, Anthropology/Women's Studies
Violence against women is widespread but is manifested differently in various contexts. What determines the patterns that violence against women takes? What are the universal versus the culture-specific aspects of these violent acts? Using interdisciplinary frameworks, this course explores the sources of the range of violent acts against women in different societies. Topics include wife-beating, female sexual slavery, female neglect and infanticide, dowry deaths, female genital “circumcision,” rape, and the emerging global human rights responses to these issues.
Violence against women is a cross-cultural occurrence which, until recently, has largely been neglected in gender studies and the ethnographic record. We shall address the topic primarily using the methods and theories of anthropology and women’s studies. The course encourages students to evaluate critically the social and cultural factors which explain and sustain such violent acts. We shall survey the range of forms of violence against women, explain sources and social ramifications, place the issue of violence against women into a global framework which views the majority of these acts as human rights abuses, and reflect on the impact of violence against women and its possible remedies in our own society.
Sharman Babior received her Ph.D. from UCLA where she continues to teach in the departments of Anthropology and Women’s Studies. Her formative experiences include study abroad, work in the Peace Corps in Ethiopia, study in India researching the status of women, and research in Japan where she lived and worked in a homeless shelter. Her interests focus on women and gender, family and social organization, domestic and sexual violence, contemporary status and problems of women in Japan and cross culturally, and human rights issues internationally.
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 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
Violence against Women in Cross Cultural Perspectives
(5 units)
(4 units)
(5 units)
(6 units)
(5 units)
(5 units)
(5 units)