History of Ancient Greece from the Bronze Age to the death of Alexander. Major social, economic, political, and religious trends. Homer, heroism, and the Greek identity; the hoplite revolution and the rise of the city-state; Herodotus, Persia, and the (re)birth of history; Empire, Thucydidean rationalism, and the Peloponnesian War; Platonic constructs; Aristotle, Macedonia, and Hellenism. Emphasis on use of primary sources in translation.

This course's aims are two-fold: 1) to offer students the theoretical and practical tools to understand how and why cities become torn by ethnic, religious, racial, nationalist, and/or other forms of identity that end up leading to conflict, violence, inequality, and social injustice; and 2) to use this knowledge and insight in the search for solutions. As preparation, students will be required to become familiar with social and political theories of the city and the nation and their relationship to each other. They also will focus on the ways that racial, ethnic, religious, nationalist or other identities grow and manifest themselves in cities or other territorial levels of determination (including the regional or transnational). In the search for remedies, students will be encouraged to consider a variety of policymaking or design points of entry, ranging from the political- institutional (e.g. forms of democratic participation and citizenship) to spatial, infrastructural, and technological interventions.

Contemporary art denotes a specific period of art starting in the 1960s that is characterized by a break from the modernist artistic canon and a desire to move away from the dominant Western cultural model, looking for inspiration in everyday and popular culture. This course focuses on Western art and culture, yet also explores a selection of contemporary art around the globe. The student will examine a variety of specific aesthetic and social issues and look at the different strategies contemporary artists proposed and used in their work. Upon successful completion of this course, the student will be able to: identify significant works of contemporary art and visual culture; describe the difference between modernist and contemporary works of art; explain the geographical shift of artistic centers from Europe (Paris) to the United States (New York), and then in the 21st century to a global spreading (Asia and Africa); define and discuss the development of contemporary art as a series of different cultural, social, and political inquiries over the past 50 years; identify and discuss multiple and vital relationships between contemporary art and such broader social and cultural issues as ideology, gender, race, or ethnicity; describe and explain a relationship between different contemporary art strategies, such as performance or installation, and their immediate social and cultural context; discuss how important contemporary artworks relate to their social and historical contexts; define contemporary art as a continuing, international artistic project; identify and define the importance of contemporary art and contemporary visual culture in today's increasingly globalized world. (Art History 408)

Caribbean Creole languages result from language contact via colonization and the slave trade. In this course we explore the history of Creole languages from cognitive, historical and comparative perspectives. We evaluate popular theories about "Creole genesis" and the role of language acquisition. Then we explore the non-linguistic aspects of Creole formation, using sources from literature, religion and music. We also look into issues of Caribbean identities as we examine Creole speakers' and others' beliefs and attitudes toward their cultures. We also make comparisons with relevant aspects of African-American culture in the U.S

Subject has three goals: introduces students to the classic works on ethnic politics, familiarizes students with new research and methodological innovations in the study of ethnic politics, and helps students design and execute original research projects related to ethnic politics. Readings drawn from across disciplines, including political science, anthropology, sociology, and economics. Students read across the four subfields within political science. Graduate students specializing in any subfield are encouraged to take this subject, regardless of their previous empirical or theoretical background. Subject designed as a year-long research workshop, but may also be taken in either semester. This course is designed mainly for political science graduate students conducting or considering conducting research on identity politics. While 17.504 Ethnic Politics I is designed as a primarily theoretical course, Ethnic Politics II switches the focus to methods. It aims to familiarize the student with the current conventional approaches as well as major challenges to them. The course discusses definition and measurement issues as well as briefly addressing survey techniques and modeling.

The European Experience brings together the expertise of nearly a hundred historians from eight European universities to internationalise and diversify the study of modern European history, exploring a grand sweep of time from 1500 to 2000. Offering a valuable corrective to the Anglocentric narratives of previous English-language textbooks, scholars from all over Europe have pooled their knowledge on comparative themes such as identities, cultural encounters, power and citizenship, and economic development to reflect the complexity and heterogeneous nature of the European experience. Rather than another grand narrative, the international author teams offer a multifaceted and rich perspective on the history of the continent of the past 500 years. Each major theme is dissected through three chronological sub-chapters, revealing how major social, political and historical trends manifested themselves in different European settings during the early modern (1500–1800), modern (1800–1900) and contemporary period (1900–2000).

This resource is of utmost relevance to today’s history students in the light of ongoing internationalisation strategies for higher education curricula, as it delivers one of the first multi-perspective and truly ‘European’ analyses of the continent’s past. Beyond the provision of historical content, this textbook equips students with the intellectual tools to interrogate prevailing accounts of European history, and enables them to seek out additional perspectives in a bid to further enrich the discipline.

This module discusses gender and its related concepts, including sex, gender roles, gender identity, sexual orientation, and sexism. In addition, this module includes a discussion of differences that exist between males and females and how these real gender differences compare to the stereotypes society holds about gender differences. In fact, there are significantly fewer real gender differences than one would expect relative to the large number of stereotypes about gender differences. This module then discusses theories of how gender roles develop and how they contribute to strong expectations for gender differences. Finally, the module concludes with a discussion of some of the consequences of relying on and expecting gender differences, such as gender discrimination, sexual harassment, and ambivalent sexism.

This course includes an introduction to the anthropological study of human sexuality, gender constructs, and the sociocultural systems that these are embedded in. Examines current critiques of Western philosophical and psychological traditions, and cross-cultural variability and universals of gender and sexuality.

This course will introduce the student to the psychology behind gender and sexuality. In this course, the student will take a look at how our understanding of one's own gender and sex can affect different aspects of our functioning, while also identifying the factors in our lives that can impact oneĺÎĺĺÎĺs gender and sex. This course will begin by introducing and defining the concepts of gender and sexuality, then looking at the similarities and differences between sexes in terms of biological and neurological functioning and development, as well as gender and sexual identity. Also, the student will discuss why and how the sexes are psychologically and cognitively different. Upon successful completion of this course, students will be able to: define and explain specific terms that relate to gender and sexuality; define and explain influences that impact homosexual and heterosexual gender identities; define and explain sexual stereotypes; explain the biologically based characteristics, including differences and similarities, between genders; explain the differences between gender identities, including theoretical approaches; explain the sociobiological and psychoanalytic approaches to sexuality and gender identity; define and explain the social learning and cognitive developmental approaches to gender and sexuality; explain the commonalities and differences between the cognitive abilities of genders; explain the commonalities and differences between gender and aggression. (Psychology 406)

A series of lectures delivered by Peter Millican to first-year philosophy students at the University of Oxford. The lectures comprise of the 8-week General Philosophy course, delivered to first year undergraduates. These lectures aim to provide a thorough introduction to many philosophical topics and to get students and others interested in thinking about key areas of philosophy. Taking a chronological view of the history of philosophy, each lecture is split into 3 or 4 sections which outline a particular philosophical problem and how different philosophers have attempted to resolve the issue. Individuals interested in the 'big' questions about life such as how we perceive the world, who we are in the world and whether we are free to act will find this series informative, comprehensive and accessible.

forall x is an introduction to sentential logic and first-order predicate logic with identity, logical systems that significantly influenced twentieth-century analytic philosophy. After working through the material in this book, a student should be able to understand most quantified expressions that arise in their philosophical reading.

This books treats symbolization, formal semantics, and proof theory for each language. The discussion of formal semantics is more direct than in many introductory texts. Although forall x does not contain proofs of soundness and completeness, it lays the groundwork for understanding why these are things that need to be proven.

This course explores how we use story to articulate ethical norms. The syllabus consists of short fiction, novels, plays, feature films and some non-fiction. Major topics include leadership and authority, professionalism, the nature of ethical standards, social enterprise, and questions of gender, cultural and individual identity, and work / life balance. Materials vary from year to year, but past readings have included work by Robert Bolt, Michael Frayn, Timothy Mo, Wole Soyinka, H. D. Thoreau, and others; films have included Crouching Tiger, Hidden Dragon, Hotel Rwanda, The Descendants, Motorcycle Diaries, Three Kings, and others. Draws on various professions and national cultures, and is run as a series of moderated discussions, with students centrally engaged in the teaching process.

Developmental psychology concerns itself with the changes (psychological and otherwise) that occur as a result of our physical and mental maturation. This course proceeds from prenatal development through adolescent and adult development. Upon successful completion of this course, the student will be able to: Discuss the interaction between and the roles of nature and nurture in lifespan development.; Describe the basic development of the human nervous system; Explain the developmental processes associated with the five senses; Describe the important developmental milestones and age expectations associated with motor skills, social skills, cognitive ability, sensory awareness, and the use of language; Discuss the important theories of cognitive development, including those of Piaget, Vygotsky, the information-processing approach, and the intelligence perspective; Discuss and contrast the nativist, behavioral-cognitive, functionalist, and learning stage theories of language development; Describe the developmental process of language, from cooing and babbling to mature language; Explain the important theoretical issues in the study of the development of personality; Discuss the most influential theories of personality development, including those of Freud, Erikson, Klein and Mahler, Bowlby, and Ainsworth; Explain Kohlberg's theory of moral development, including the perspectives of its critics; Describe the physical and cognitive changes associated with adolescent development; Explain the significance of the differences in maturation rates between individuals; Discuss the major issues of development in adulthood, including marriage and divorce, parenting, and mid-/later-life physical and cognitive changes. (Psychology 302a)

In this course students create digital visual images and analyze designs from historical and theoretical perspectives with an emphasis on art and design, examining visual experience in broad terms, and from the perspectives of both creators and viewers. The course addresses key topics such as: image making as a cognitive and perceptual practice, the production of visual significance and meaning, and the role of technology in creating and understanding digitally produced images. Students will be given design problems growing out of their reading and present solutions using technologies such as the Adobe Creative Suite and/or similar applications.

Children are inherently musical. They respond to music and learn through music. Music expresses children’s identity and heritage, teaches them to belong to a culture, and develops their cognitive well-being and inner self worth. As professional instructors, childcare workers, or students looking forward to a career working with children, we should continuously search for ways to tap into children’s natural reservoir of enthusiasm for singing, moving and experimenting with instruments. But how, you might ask? What music is appropriate for the children I’m working with? How can music help inspire a well-rounded child? How do I reach and teach children musically? Most importantly perhaps, how can I incorporate music into a curriculum that marginalizes the arts?

This book explores a holistic, artistic, and integrated approach to understanding the developmental connections between music and children. This book guides professionals to work through music, harnessing the processes that underlie music learning, and outlining developmentally appropriate methods to understand the role of music in children’s lives through play, games, creativity, and movement. Additionally, the book explores ways of applying music-making to benefit the whole child, i.e., socially, emotionally, physically, cognitively, and linguistically.

Music is a mobile art. When people move to faraway places, whether by choice or by force, they bring their music along. Music creates a meaningful point of contact for individuals and for groups; it can encourage curiosity and foster understanding; and it can preserve a sense of identity and comfort in an unfamiliar or hostile environment. As music crosses cultural, linguistic, and political boundaries, it continually changes. While human mobility and mediation have always shaped music-making, our current era of digital connectedness introduces new creative opportunities and inspiration even as it extends concerns about issues such as copyright infringement and cultural appropriation.

Explores the related phenomena termed nationalism: national consciousness and identity, nations, nation-states, and nationalist ideologies. Analyzes nationalism's emergence and endurance as a factor in modern politics and society. Topics include: nationalism and state-building, nationalism and economic modernization, nationalism and democratization, and nationalism and ethno-political conflict. This course provides a broad overview of the theories of and approaches to the study of nationalist thought and practice. It also explores the related phenomena termed nationalism: national consciousness and identity, nations, nation-states, and nationalist ideologies and nationalist movements. The course analyzes nationalism's emergence and endurance as a factor in modern politics and society. Topics include: nationalism and state-building, nationalism and economic modernization, nationalism and democratization, and nationalism and religious conflict.

This course provides an in-depth introduction to the philosophical problems surrounding death; it is organized around the lectures of Shelly Kagan, Professor of Philosophy at Yale University, who develops his own philosophy of death over the length of the course. Its major purpose, aside from familiarizing you with the writings of major philosophers on the subject of death, is to teach you how to think about death philosophically to decide for yourself what you believe about death and to provide careful and convincing arguments for those beliefs. Upon successful completion of this course, the student will be able to: Discuss the philosophical issues connected with death: what it is, whether it is good or bad, and its significance in terms of the way we choose to live; Explain the inter-relatedness of questions about death and questions about personal identity and the self; Differentiate between dualist and physicalist conceptions of death and specify the particular consequences of each approach; Describe the multiplicity of cultural, religious, and philosophical views about death and the soul; Discuss major philosophical arguments for and against the immortality of the soul; Articulate major theories of personal identity, and provide reasoned criticisms of these major theories of personal identity; Explain and evaluate the view of death presented in literary works such as Leo Tolstoy's The Death of Ivan Ilyich; Discuss in a philosophical way certain value-theoretic questions about death: whether it is inherently good or bad, whether it presents us with obligations to live our lives in a certain way, and whether it is permissible to end life prematurely; Describe the existentialist view of death and the notion that it gives life meaning by restricting its shape and scope; Explain the various ways in which this limiting feature of death has been interpreted. (Philosophy 201)

Principles of Macroeconomics 2e covers the scope and sequence of most introductory economics courses. The text includes many current examples, which are handled in a politically equitable way. The outcome is a balanced approach to the theory and application of economics concepts. The second edition has been thoroughly revised to increase clarity, update data and current event impacts, and incorporate the feedback from many reviewers and adopters. Changes made in Principles of Macroeconomics 2e are described in the preface and the transition guide to help instructors transition to the second edition. The first edition of Principles of Macroeconomics by OpenStax is available in web view here.