The course considers the question, "How can we fix poverty?" It begins by exploring the nature of poverty through a variety of descriptive metaphors (for example, poverty as a "trap" or a "disease"). It then considers the word "we," and in doing so introduces several basic understandings of ethics (deontology, utilitarianism, virtue ethics, etc.) Finally it considers the word "fix" and offers three models for responding to poverty: working for, working with, and being with.
In this course, we will come to understand the nature of giving—the means and mechanisms, problems and solutions, successes and failures—even as we study the history, theory and structure of civil society. We will pay special attention to how specific religious traditions and communities have understood personal-societal obligations through time. In our exploration of this material, we will draw examples from the Jewish traditions (highlighting a premodern model of social organization and mutuality, and exemplifying minority-majority dynamics over time) and American traditions (with a foc
Designed for Chinese as a foreign/second language. Follows Chinese 204 or 224A as part of the language sequence. Increases students' knowledge of more complex forms of the Chinese vocabulary system and competencies in speaking, aural comprehension, reading, and writing. Exposure to a speech variety appropriate to formal and informal speech situations. Materials drawn from newspaper articles, essays, and other readings concerning social and cultural issues in contemporary Chinese society. Emphasis on the active use of the language for communication in written and spoken forms.
Explores global history of soccer with focus on Europe, Africa, and Latin America. Examines development and spread of the game, institutions such as FIFA, biographies of legendary players, and economics of the sport. Examines philosophical and ethical issues raised by soccer, and ways the sport condenses, channels, and at times transforms politics. Materials include works of history, anthropology, literature, journalism, memoirs, documentary films, and footage of classic games. Students will contribute to Soccer Politics blog and pages.
Materials from public media used to analyze diverse social phenomena and cultural issues in contemporary China. Major focus on developing literary reading and writing skills along with learning methods of writing academic Chinese essays on a wide range of complex topics. Topics include popular culture, food, marriage outlooks, Cultural Revolution, Confucianism, and social issues after the economic reform in China. Analysis of cultural and literary texts from variety of media and genres providing a basis for practice in discussion and writing.
Continuation of Chinese 232, Literacy in Chinese. Designed for Chinese as a second language. Practice in formal and informal speech and discourse in speaking and writing. Content drawn from newspaper articles, essays, TV and radio broadcasts concerning social and cultural issues in contemporary China. Develops fluency and skills in writing expository essays and short stories (narrative) while continuing to advance understanding of heritage culture and aural/oral proficiency. Prerequisite: Chinese 232 or equivalent proficiency.
Introduction to the basis of China’s Economic Reform from the late 1970s to 1990s, China’s changing social and macro-economic environment, and cross-cultural issues relating to cultural norms and value system in the business context. Focus on oral, written and intercultural communication, product marketing, business practices and protocols, and case studies in mainland Chinese society. Prerequisite: Chinese 204/205 or equivalent.
Continuation of Chinese 203. Prerequisite: Chinese 203 or its equivalent. Not open to students who have completed Chinese 232 or 242. Continued work on consolidating the language abilities and skills acquired in Chinese 203. Specific emphasis on building the ability to converse on some social issues in formal situations, to read and write not only extended narrative and descriptive texts but also some expository texts, and to analyze the structure of Chinese language and the uniqueness of Chinese culture
This course examines the reasons for and outcomes of Arab refugee movements since WWII. How can people cope in an environment where they are cut off from everything familiar? What is the difference between a refugee, and internally displaced person and a migrant, between assimilation and integration? Art, literature and film will be considered as key texts for examining the ongoing experiences of refugees.
Designed for Chinese as a foreign/second language. Follows Chinese204 or 224A as part of the language sequence. Increases students’ knowledge of more complex forms of the Chinese vocabulary system and competencies in speaking, aural comprehension, reading, and writing. Exposure to a speech variety appropriate to formal and informal speech situations. Materials drawn from newspaper articles, essays, and other readings concerning social and cultural issues in contemporary Chinese society. Emphasis on the active use of the language for communication in written and spoken forms.