Fall 2018 Courses

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AMERICAN STUDIES

AMST 475H.001 | Documenting Communities

W, 3:35PM – 6:35PM. Instructor(s): Robert Allen. Enrollment = 15.

Documenting Communities engages students with the ways that communities (in the broadest sense) have been, are, and might be preserved, documented, represented, understood, and remembered.  We now have immediate access to billions of primary sources through which communities were documented over more than 200 years in the U.S.: census enumerations, death certificates, grave markers, marriage certificates, and other records. All students, faculty and staff at UNC now have immediate access to more than 3.7 million pages of local North Carolina newspapers (most of them published before 1923). The UNC North Carolina Collection and Southern Historical Collection represent unique archival holdings that document individuals, families, and communities in our state and region, including millions of photographs, thousands of photographs, maps, and oral history interviews.

Communities are also documented in buildings, museums, public art and statuary, oral histories, landmarks, memorials, collected memories and stories, and family histories and memorabilia. The subjects of our work are not only those to whom statues are dedicated or who have been included in published histories, but also, and particularly, those groups that have been systematically excluded from the economic, social, and cultural life of communities in our region, through slavery, legal repression, social practice, and organized violence.

This offering of Documenting Communities invites students to learn from and participate in the work of the new Community Histories Workshop (CHW).  Launched in July 2016, works with local communities to recover, preserve, and share the memories, stories, and materials that reflect the multi-layered histories of iconic sites. By helping to connect past to present we believe that communities can envision more just, inclusive, and democratic futures. The CHW’s approach is interdisciplinary and deeply collaborative—with organizations and units within and beyond the university. It might be best described as community-engaged public history and public humanities.

We will organize our work in the course around two ongoing CHW projects. In Rocky Mount, NC, the CHW is working with local community groups, cultural heritage organizations, and property developer Capitol Broadcasting to make the adaptive reuse of an iconic site (the 200-year-old Rocky Mount Mills) into a catalyst for community history. The mill was owned and operated for most of its life by the Battle family, which has long had strong ties to the university. The papers of the Battle family and Rocky Mount Mills are held in the University’s Southern Historical Collection. The 200th anniversary of the establishment of the mill is being celebrated this year, and the mill will reopen in the fourth quarter of 2018 as a multi-use campus, including loft apartments, commercial space, restaurants, a restored mill village, and a brewing incubator.

The City of Raleigh is in the process of transforming Dix Park, the site of the state’s principal insane asylum (1856-2012) into a 308-acre “destination park,” that will attract residents and visitors alike to a defining feature of the Raleigh landscape. The CHW is partnering with the Dix Park Conservancy Board to recover the history of site so that it can inform and inspire the master plan for park. The CHW will also work with the City of Raleigh Museum on an exhibit on Dorothea Dix Hospital, scheduled to open in October 2018.

This course counts toward the Experiential Education requirement of the General Education curriculum. We will be making several class day-trips out of town, one or more of which will probably be scheduled on Saturday or Sunday. We will try to schedule these well in advance so that you can make arrangements. You will also be making individual field trips to sites of community memory/documentation in the area. Participation in these field experiences is a requirement of the course.

Our project-based work around these two sites will be supported by reading and discussion of the latest scholarship on community history and archiving, oral history, public history, public humanities, museum studies, memory studies, sites of conscience, historic preservation, and adaptive reuse.

The course is intended to be an active learning community that draws upon the skills, knowledge, interests, and ambitions of all participants—regardless of grade, major, or course of study.

The sites we will be working with are, by their very nature, sites of contested and sometimes violent histories. We will be dealing with the realities and legacies of slavery, the pernicious and lasting effects of Jim Crow, the lives of people who were branded as “insane” in the 19th century. If you think you will find it difficult to confront and learn from these traumas as we search for ways to incorporate them into our understanding of our own past, you are advised not to take this course.

THIRD AND FOURTH YEAR STUDENTS ONLY.

Robert C. Allen is the James Logan Godfrey Distinguished Professor of American Studies.  He has served as Director of the UNC Digital Innovation Lab 2011-16); Co-Principal Investigator for the Mellon-Foundation-funded Carolina Digital Humanities Initiative (2012-14); and Director of the University Honors Program (1997-99).  He is Faculty Lead for the Community Histories Workshop. His work in the emerging field of digital humanities has earned him the American Historical Association’s Rosenzweig Prize for Innovation in Digital History, and the C. Felix Harvey Award to Advance Institutional Priorities at UNC.  He has published widely in the fields of American cultural and media history (8 books, more than 40 book chapters and articles).  In 2011 he received the Tanner Faculty Award for Excellence in Undergraduate Teaching.

ART

ARTS 409H.001 | Merging Printmaking and Biology

W, 11:15AM – 2:00PM. Instructor(s): Bob Goldstein / Beth Grabowski. Enrollment = 14.

ARTS409H and BIOL409L together form a new course that will bring together art majors and science majors to learn theory and practical skills in both art and science, and to make use of this learning to make artworks using a variety of printmaking techniques. Units in this course are organized according to topics in biology. As students learn specific biological concepts and practical lab skills, they will gather and generate visual information and pose questions that arise from scientific looking. This will become the source material (images, processes and ideas) for printmaking projects.

In the print studio, the course will introduce specific technical approaches within three categories of printmaking: intaglio (photogravure), relief (large-scale wood cut and/or letterpress) and stencil printing (screen-printing). Students will learn how to make printing matrices (plate, block or screen), how to print these matrices and explore the affordances of these technical skills (print strategies) as unique approaches to art-making.

The title of this class, Art and Science, implies an intersection of two disciplines. Intrinsic to both is an investment in close observation, experimentation and visual analysis. While organized around meaningful connections between art and science, the course will actively consider disciplinary differences, especially with regard to what constitutes creative and scientific research.

Throughout the course, students will engage in artistic ideation to develop images through iteration involving trial and error, and critical and aesthetic analysis. While generating ideas and images for projects, we expect students to learn from the professors, from each other, and from reading, about topics in both art and science. We expect students to enjoy challenging themselves by considering questions that arise from this merger.

PREREQUISITE: (1) Either a 200-level ARTS course OR BIOL 201 or 202, and (2) Permission of instructors.
CO-REQUISITE: ARTS 409H.

Bob Goldstein runs a research lab at UNC that focuses on discovering fundamental mechanisms in cell and developmental biology. We ask questions about how cells work during development, questions that are relevant both to basic biology and to human health: How do cells divide in the right orientation? How do certain components of cells become localized to just one side of a cell? How do cells change shape? How do cells move from the surface of an embryo to its interior? For an organism to develop from a fertilized egg, or for tissues to replenish to compensate for wear and tear, cells must divide. During the final step of animal cell division, cells pinch in two, creating two topologically distinct daughter cells.

Beth Grabowski is a Zachary Taylor Smith Distinguished Term Professor and Undergraduate Adviser and Honors Adviser for Studio Art. A member of the faculty since 1985, she has been recognized for her excellence in undergraduate teaching with a Johnston Award in 1993 and a Bowman and Gordon Gray professorship from 1994 to 1997. Professor Grabowski teaches a variety of classes in the department, including undergraduate courses in printmaking, 2-D foundations and book arts and works with graduate students across disciplinary boundaries.

BIOLOGY

BIOL 409L.401 | Merging Printmaking and Biology

M, 11:15AM – 2:00PM. Instructor(s): Bob Goldstein. Enrollment = 14.

ARTS409H and BIOL409L together form a new course that will bring together art majors and science majors to learn theory and practical skills in both art and science, and to make use of this learning to make artworks using a variety of printmaking techniques. Units in this course are organized according to topics in biology. As students learn specific biological concepts and practical lab skills, they will gather and generate visual information and pose questions that arise from scientific looking. This will become the source material (images, processes and ideas) for printmaking projects.

In the print studio, the course will introduce specific technical approaches within three categories of printmaking: intaglio (photogravure), relief (large-scale wood cut and/or letterpress) and stencil printing (screen-printing). Students will learn how to make printing matrices (plate, block or screen), how to print these matrices and explore the affordances of these technical skills (print strategies) as unique approaches to art-making.

The title of this class, Art and Science, implies an intersection of two disciplines. Intrinsic to both is an investment in close observation, experimentation and visual analysis. While organized around meaningful connections between art and science, the course will actively consider disciplinary differences, especially with regard to what constitutes creative and scientific research.

Throughout the course, students will engage in artistic ideation to develop images through iteration involving trial and error, and critical and aesthetic analysis. While generating ideas and images for projects, we expect students to learn from the professors, from each other, and from reading, about topics in both art and science. We expect students to enjoy challenging themselves by considering questions that arise from this merger.

PREREQUISITE: (1) Either a 200-level ARTS course OR BIOL 201 or 202, and (2) Permission of instructors.
CO-REQUISITE: ARTS 409H.

Bob Goldstein runs a research lab at UNC that focuses on discovering fundamental mechanisms in cell and developmental biology. We ask questions about how cells work during development, questions that are relevant both to basic biology and to human health: How do cells divide in the right orientation? How do certain components of cells become localized to just one side of a cell? How do cells change shape? How do cells move from the surface of an embryo to its interior? For an organism to develop from a fertilized egg, or for tissues to replenish to compensate for wear and tear, cells must divide. During the final step of animal cell division, cells pinch in two, creating two topologically distinct daughter cells.

Beth Grabowski is a Zachary Taylor Smith Distinguished Term Professor and Undergraduate Adviser and Honors Adviser for Studio Art. A member of the faculty since 1985, she has been recognized for her excellence in undergraduate teaching with a Johnston Award in 1993 and a Bowman and Gordon Gray professorship from 1994 to 1997. Professor Grabowski teaches a variety of classes in the department, including undergraduate courses in printmaking, 2-D foundations and book arts and works with graduate students across disciplinary boundaries.

BIOL 426H.001 | Biology of Blood Diseases

TR, 12:30PM – 1:45PM. Instructor(s): Frank Church. Enrollment = 20.

This course is based in human biology and focused on the molecular mechanisms associated with normal host defense processes and diseases of blood, bone marrow, and lymphoreticular tissue. We will discuss and involve ourselves in diseases such as cancer (e.g., leukemia and lymphoma), anemia (e.g., sickle cell disease and thalassemia), blood coagulation disorders (e.g., hemophilia and thrombosis), and the pathophysiology of HIV Disease/AIDS. Hopefully, during the semester you will learn something new about science, about life, about life in science, and about science in life.

Besides the traditional lecture format, engaged-learning will be used in a small-group format: “Flipped-lecture” videos; Basic-science Workshops; Clinical Case Studies; Role Play and H & P (History and Physical) Report; Medical Jeopardy; Ethical dilemmas; and Student-generated ‘thought-notecards’. The course grade will be obtained by in-class exams, clinical exercises, thought-filled responses, poster presentation, contribution to a blog, and individual- and small group- grades will be generated from our engaged-learning events.

PREREQUISITE: BIOL 202 or 205. SENIOR STATUS PREFERRED. ALL INTERESTED PRE-HEALTHCARE STUDENTS NOT MAJORING IN BIOLOGY SHOULD CONTACT DR. CHURCH (fchurch@email.unc.edu). NO FIRST YEAR STUDENTS.
CROSSLISTED WITH PATH 426H.

Frank Church is a Professor in the Departments of Pathology and Laboratory Medicine, Pharmacology, and Medicine in the School of Medicine. He received his B.S. and M.S. degrees from Louisiana State University; he received a Ph.D. from North Carolina State University; and after a postdoctoral fellowship training at UNC-CH, he has been on the faculty at UNC-CH since 1986.

His research efforts are to understand the balance between proteases and their specific protease inhibitors (Serpins) in the cardiovascular system, and this research includes protein structure-activity relationships, cell and molecular biology, pathology, and various models of vascular diseases. Specifically, he seeks to better understand the hematological links of dysfunctional blood coagulation and fibrinolysis to promote venous thrombosis.

BIOL 514H.001 | Evolution and Development

TR, 11:00AM – 12:15PM. Instructor(s): David Pfennig. Enrollment = 24.

How did evolutionary tinkering with developmental programs produce the amazing diversity of animals on earth? How do mechanisms in developmental biology evolve? How does development shape the evolutionary process? Evolution and development, or Evo-Devo, is a young field that addresses fascinating questions spanning the breadth of biological sciences. This is a combined lecture and discussion course. The course will give students exercise in reading and discussing scientific research articles, thinking about ongoing scientific research, and juggling the ideas they learned about in core courses––and hence solidifying their understanding of many of the core subjects in the biological sciences.

PREREQUISITES: BIOL 201, BIOL 202, AND BIOL 205.

David Pfennig is broadly interested in the interplay between evolution, ecology, and development. He uses a variety of model systems––from bacteriophage to snakes, and a diversity of approaches––from field experiments to molecular analyses.

BIOL 526H.001 | Computational Genetics

TR, 12:30PM – 1:45PM; Recitation: TH, 2:00-3:15. Instructor(s): Todd Vision. Enrollment = 20.

Modern biological research relies heavily on computers to manage and make sense of ever-growing volumes of data of ever-increasing complexity. Computational tools are needed to help make sense of everything from DNA sequences to global biodiversity hotspots. This interdisciplinary seminar pulls together threads from computer science and statistics that are applicable to the data-rich fields of genetics and genomics. Emphasis is on foundational concepts. Students will have the opportunity to carry out an independent project from the proposal stage through execution, to write-up and oral presentation. It is aimed at life science students who have an affinity for mathematical puzzles and programming.

PREREQUISITES: BIOL 202; AND EITHER BIOL 226 OR COMP 110 ; AND STOR 155 (OR PERMISSION OF THE INSTRUCTOR).

FIRST-YEAR STUDENTS MUST OBTAIN PERMISSION FROM THE INSTRUCTOR (tjv@bio.unc.edu) AND FORWARD TO honorscarolina@unc.edu. GRADUATE STUDENTS WISHING TO ENROLL SHOULD OBTAIN PERMISSION FROM THE INSTRUCTOR (tjv@bio.unc.edu).

Todd Vision (http://ccgs.unc.edu/vision) received his doctorate from Princeton University in 1998 and joined the UNC faculty in 2001 after doing postdoctoral work at Cornell University and the US Dept of Agriculture. His research area is in the application of computing to studies of evolutionary biology and genetics. His recent work focuses on algorithms for studying the history of genome organization in plants, and the accessibility and reusability of complex biological data described in published articles.

BIOSTATISTICS

BIOS 500H.001 | Introduction to Biostatistics

TR, 11:00AM – 12:15PM. Instructor(s): Jane Monaco. Enrollment = 28.

This is an introductory course in probability and statistical inference designed for the background and needs of BSPH Biostatistics students.
Topics include survey sampling, descriptive statistics, design of experiments, correlation, probability, confidence intervals, tests of hypotheses, 2-way tables, chi-square distribution, power, ANOVA, non-parametric tests, and linear regression.   A small class size will allow opportunity for more in-depth treatment of biostatistics topics.
In addition to traditional introductory statistical concepts, students explore current controversies, ethical questions, and common errors in the medical literature through a variety of readings and a project.
Upon completion, students will have an understanding of many of the most important introductory areas in inferential statistics.  Students will be able to produce straight-forward statistical graphs and conduct commonly used analyses using SAS software.  Emphasis will be placed on understanding the underlying mathematical concepts in biostatistics, developing SAS programming skills and interpreting results clearly for a non-statistical audience in writing.

PREREQUISITES: MATH 231 AND 232.  COREQUISITE: BIOS 511 RECOMMENDED. A PREVIOUS COURSE IN STATISTICS (SUCH AS AP STATISTICS OR STOR 151) IS HELPFUL, BUT NOT REQUIRED. ACCESS TO SAS SOFTWARE AND MS EXCEL REQUIRED
INSTRUCTOR PERMISSION REQUIRED. THIS COURSE IS NOT INTENDED FOR UPPER-LEVEL (JUNIORS OR SENIORS) STUDENTS OTHER THAN BIOSTATISTICS MAJORS. JUNIORS AND SENIORS MAJORING IN HPM, NUTR, OR ENVR ARE ENCOURAGED TO TAKE BIOS 600 RATHER THAN BIOS 500H.

Jane Monaco is a Clinical Associate Professor and Director of Undergraduate Studies in the Department of Biostatistics.  Her degrees include a MS in Mathematics and MS and DrPH in Biostatistics from UNC-CH.   She enjoys teaching math and statistics to students with a variety of backgrounds and has consistently received excellent evaluations for her work in online education innovation.

BUSINESS

BUSI 409H | Advanced Corporate Finance

Section 001…MW, 12:30PM – 1:45PM. Instructor(s): William Weld. Enrollment = 35.
Section 002…MW, 2:00PM – 3:15PM. Instructor(s): William Weld. Enrollment = 35.
Section 003…MW, 3:30PM – 4:45PM. Instructor(s): William Weld. Enrollment = 35.

This course provides essential tools that anybody interested in business should know. We will analyze theory and practice of the major financial decisions made by corporations. The goal of the class is to teach you 1) how to value firms and project opportunities using methods drawn from the theory of corporate finance 2) to develop an appreciation of how financing decisions impact project and firm value and 3) how to develop effective ways to visualize and communicate spreadsheet analyses. By definition, the course is designed to be “hands-on”.

Prerequisite: BUSI 408 with minimum grade of C

William Weld’s research interests are in empirical corporate finance, payout policy and capital structure. His teaching interests are in capital structure, corporate finance, derivatives, financial economics, financial modeling, fixed income, game theory, investments, microeconomics and valuation. Before he began his academic career, he worked as a chief financial officer and turnaround strategist for private equity funds’ portfolio companies. He also worked as an investment banker at Morgan Stanley, a senior associate with Marubeni America Corporation and a retail securities broker. He received his PhD in finance, MS in applied economics and MBA from the Johnson Graduate School of Management at Cornell University. He received his AB in government from Harvard College. – See more at: http://www.kenan-flagler.unc.edu/en/faculty/directory/finance/William-Weld#sthash.QIqott1B.dpuf

BUSI 500H | Entrepreneurship and Business Planning

Section 001…MW, 9:30AM – 10:45AM. Instructor(s): Jim Kitchen. Enrollment = 70.
Section 002…MW, 11:00AM – 12:15PM. Instructor(s): Jim Kitchen. Enrollment = 70.

The goals of this course are to give the students a broad understanding of the field of entrepreneurship and to introduce the important tools and skills necessary to create and grow a successful new venture. The course is designed to simulate the real life activities of entrepreneurs in the start-up stage of a new venture. Students, in teams, will develop a new venture concept and determine if a demand exists for their product or service. Importantly, the course facilitates networking with entrepreneurs and other students who are considering becoming entrepreneurs.

BUSI 533H.001 | Supply Chain Management

TR, 12:30PM – 1:45PM. Instructor(s): Xiaoyuan Lu. Enrollment = 45.

A supply chain is comprised of all the parties involved in fulfilling a customer request. The integrated management of this network is a critical determinant of success in today’s competitive environment. Companies like Zara, Dell and Procter & Gamble are proof that excellence in supply chain management is a must for financial strength and industry leadership. With increasing competition around the globe, supply chain management is both a challenge and an opportunity for companies. Hence a strong understanding of supply-chain management concepts and the ability to recommend improvements should be in the toolbox of all managers.
This course is designed to be of interest not only to students wishing to pursue careers in operations and supply chain management but also to those interested in careers in marketing (especially brand and channel management) and consulting. The course is also useful to those students who would like to pursue careers where they will be providing external evaluations of supply chains (e.g. in investment, financial analysis) and those with entrepreneurial aspirations.

Prerequisite: BUSI 403 with minimum grade of C

BUSI 554H | Consulting Skills and Frameworks

Section 001…R, 2:00PM – 5:00PM. Instructor(s): Paul Friga. Enrollment = 30.
Section 002…R, 6:00PM – 9:00PM. Instructor(s): Paul Friga. Enrollment = 30.

*Application and Permission Required for This Course (See Below)*
Consulting Skills and Frameworks is an intensive skill-based course dedicated to teaching key business and consulting skills of teamwork, analysis and presentations.  While designed particularly for students interested in consulting, any students are welcome.  Students who are interested in applying will need to submit an application to BUSI554H@kenan-flagler.unc.edu by March 24th.  The application should include a brief email description of the reason for interest in the course and a summary of the skills the student brings to the class.  Students will be notified by April 1 and enrolled in the course by the Undergraduate Business Program if accepted.  Note that there are limited seats in the course. *Note: This course is NOT restricted to Honors students, but Honors students may use the course towards their yearly requirements.
This course is designed to complement the technical and diagnostic skills learned in the other courses at KFBS. A basic premise is that the manager needs analytic skills as well as interpersonal skills to effectively manage groups. The course will allow students the opportunity to develop these skills experientially and to understand team behavior in useful analytical frameworks.

Co- or Prerequisite: BUSI 408

Paul N. Friga researches strategic problem solving and project management in consulting, personalized knowledge transfer, intuition and entrepreneurship. He teaches courses in management consulting and strategy, and is director of the Consulting Concentrations for the BSBA and MBA Programs. He previously worked as a management consultant for PricewaterhouseCoopers and McKinsey & Company, and researches how top consulting firms recruit, train, evaluate and reward employees.

Dr. Friga is the author The McKinsey Mind (McGraw-Hill, 2001) and The McKinsey Engagement (McGraw-Hill, 2008), and his work has been published in top journals. He has consulted for Fortune 100, mid-size and entrepreneurial companies, universities and not-for-profit organizations. Recent clients include ABG Consulting, Bloomington Economic Development Corporation, Boeing, Boston Scientific, J.D. Power & Associates, Kimball Office Furniture, Microsoft, PricewaterhouseCoopers, Scientific Atlanta (now part of Cisco), Technomic Consulting, the Greater Indianapolis Hospitality & Lodging Association, the U.S. Navy and Walker Information.

Dr. Friga previously served on the Indiana University faculty where he received the Trustee Teaching Award and the Kelley School of Business Innovative Teaching Award. He received the PhD Teaching Award when he was a doctoral student at UNC Kenan-Flagler. In 2008, the Strategic Management Society appointed him to its task force on teaching strategy.

He received his PhD and MBA from UNC Kenan-Flagler, and graduated from Saint Francis University magna cum laude with a double degree in management and accounting. He has earned CPA and CMA designations.

BUSI 583H.001 | Applied Investment Management

MW, 2:00PM – 3:15PM. Instructor(s): Marc Simons. Enrollment = 15.

This is a year-long course that begins in the Fall semester. The emphasis of this course will be on the decisions that must be made by, and/or for, the ultimate investor, and the analytic tools and empirical evidence that can help inform such decisions. The objective of this course is two-fold: first, to provide financial analysts with the analytical skills needed to aid such investors; and second, to help individual investors utilize and evaluate the services offered by analysts. Students will apply the principles and techniques of Investment Management by operating as financial planners (analysts) for the Kenan-Flagler Financial Planners. This course will engage students in managing a real portfolio—a student managed fund.

BUSI 588H | Derivative Securities and Risk Management

Section 001…TR, 11:00AM – 12:15PM. Instructor(s): Jennifer Conrad. Enrollment = 45.
Section 002…TR, 12:30PM – 1:45PM. Instructor(s): Jennifer Conrad. Enrollment = 45.

The course provides an introduction to the primary instruments of the derivative securities market.  Topics covered include no-arbitrage based pricing; binomial option pricing; the Black-Scholes model and the pricing of futures and forwards contracts.  There will be an introduction to hedging with derivatives, and the concepts of static and dynamic arbitrage will be developed.

Prerequisite: BUSI 408 with a grade of C

BUSI 589H | Fixed Income

Section 001…TR, 8:00AM – 9:15AM. Instructor(s): Mohammed Boualam. Enrollment = 28.
Section 002…TR, 9:30AM – 10:45AM. Instructor(s): Mohammed Boualam. Enrollment = 28.
Section 003…TR, 12:30PM – 1:45PM. Instructor(s): Mohammed Boualam. Enrollment = 28.

The objectives of this course are to: describe important ¯xed income securities and markets, and develop tools for valuing ¯xed income securities and managing interest rate risk. The course will cover traditional bonds, the term structure concepts as well as more recently developed ¯xed income derivatives. The course is rigorous and quantitative. Students are expected to understand and apply quantitative methods. Examples illustrate important real-world applications of the theory.

Prerequisite: BUSI 408 with a grade of C

CHEMISTRY

CHEM 102H.001 | Advanced General Descriptive Chemistry

TR, 2:00PM – 3:15PM. Instructor(s): Todd Austell. Enrollment = 35.

CHEM 102H is recommended by the Chemistry Department for incoming first year students who have taken Advanced Placement Chemistry or the equivalent and plan to major in chemistry and/or plan a career as a research scientist.  CHEM 102H focuses on a more in-depth treatment of topics traditionally covered in two semesters of freshman courses. The topics covered have been identified by the Department of Chemistry faculty as essential for success in and a good foundation for more advanced study in chemistry and other areas of the basic and applied sciences. The textbook, lectures and course work require a willingness to accept rigorous academic challenges and a solid high school background in algebra, coordinate geometry, and trigonometry.  Differential and integral calculus will be used only where necessary in derivations and with explanation.

STUDENTS ELIGIBLE FOR ENROLLMENT IN CHEM 102H ARE INCOMING FIRST YEAR STUDENTS WHO HAVE RECEIVED AN ADVANCED PLACEMENT SCORE OF 4 OR 5, AND HAVE BEEN GRANTED CREDIT FOR CHEM 101, 101L (AND POSSIBLY 102, 102L) THROUGH THE CEEB ADVANCED PLACEMENT PROGRAM OR THE INTERNATIONAL BACCALORIATE PROGRAM. STUDENTS WHO HAVE NOT RECEIVED PLACEMENT CREDIT FOR CHEM 101, 101L WILL RECEIVE 4.0 SEMESTER CREDIT HOURS FOR THESE COURSES UPON SUCCESSFUL COMPLETION OF CHEM 102H. CHEM 102L CREDIT WILL BE GRANTED UPON SUCCESSFUL COMPLETION OF CHEM 102H. CONCURRENT ENROLLMENT IN MATH 231 IS REQUIRED. AP HIGH SCHOOL CALCULUS IS RECOMMENDED.

INSTRUCTOR CONSENT REQUIRED (tlaustell@unc.edu).

CHEM 241H.001 | Modern Analytical Methods for Separation and Characterization

MWF, 9:05AM – 9:55AM. Instructor(s): Leslie Hicks. Enrollment = 16.

Analytical separations, chromatographic methods, spectrophotometry, acid-base equilibria and titrations, fundamentals of electrochemistry.

PREREQUITE: CHEM 102 OR 102H.
CO-REQUISITE: CHEM 245L

DEPARTMENT OF CHEMISTRY CONSENT REQURIED.

Dr. Hicks received her B.S. in Chemistry at Marshall University (summa cum laude) and Ph.D. in Analytical Chemistry at the University of Illinois, Urbana-Champaign where she was the recipient of an NSF Graduate Research Fellowship. She was an Assistant Member and Principal Investigator at the Donald Danforth Plant Science Center and an adjunct professor in the Department of Biology at Washington University in St. Louis prior to assuming her current role as an assistant professor in the Department of Chemistry at UNC. Research in the Hicks lab focuses on development and implementation of mass spectrometric approaches for protein characterization including post-translational modifications, as well as the identification of bioactive peptides/proteins from plants.

CHEM 245L.401 | Honors Laboratory in Separations and Analytical Characterization of Organic and Biological Compounds

M, 1:25PM – 4:15PM. Instructor(s): Leslie Hicks. Enrollment = 16.

In this research-oriented honors analytical methods lab, students will use chromatographic, spectroscopic, and mass spectrometry/proteomics methods to carry out a real world analysis towards elucidation of protein kinase-substrate relationships. Module 1 focuses on heterologous expression and protein purification (sessions 1-3); Module 2 covers protein identification via bottom-up proteomics technology (sessions 4-8); Module 3 confirms activity of the expressed enzyme (session 9); and the last session will be devoted to presenting the data in a written and presentation format. What is great about the open research question is that each group will be working with a kinase that has not yet been characterized in nature, and will use and learn various biochemical/analytical techniques for heterologous protein expression and characterization.

PREREQUISITE: CHEM 101/101L AND 102/102L.
PRE/COREQUISITE: CHEM 241H.
DEPARTMENT OF CHEMISTRY CONSENT REQUIRED.

Dr. Hicks received her B.S. in Chemistry at Marshall University (summa cum laude) and Ph.D. in Analytical Chemistry at the University of Illinois, Urbana-Champaign where she was the recipient of an NSF Graduate Research Fellowship. She was an Assistant Member and Principal Investigator at the Donald Danforth Plant Science Center and an adjunct professor in the Department of Biology at Washington University in St. Louis prior to assuming her current role as an assistant professor in the Department of Chemistry at UNC. Research in the Hicks lab focuses on development and implementation of mass spectrometric approaches for protein characterization including post-translational modifications, as well as the identification of bioactive peptides/proteins from plants.

CHEM 261H.001 | Honors Organic Chemistry I

TR, 9:30AM – 10:45AM. Instructor(s): Marcey Waters. Enrollment = 20.

Molecular structure and its determination by modern physical methods, correlation between structure and reactivity and the theoretical basis for these relationships; classification of “reaction types” exhibited by organic molecules using as examples molecules of biological importance. This course will be similar to CHEM 261 with a greater emphasis on class discussion and some use of computer modeling techniques.

PREREQUISITES: CHEM 102 OR CHEM 102H. GPA OF 3.600 OR HIGHER.
DEPARTMENT OF CHEMISTRY CONSENT REQUIRED. EMAIL chemus@unc.edu.

Professor Waters’ research interests are at the interface of organic chemistry and biochemistry. The overarching goal of her research is to design molecules to control biomolecular recognition for biomedical applications.

CHEM 430H.001 | Intro to Biochemistry

TR, 12:30PM – 1:45PM. Instructor(s): Eric Brustad. Enrollment = 28.

Dynamic examination of the principles of biochemistry, from macromolecules through enzyme function and catalysis, and into the primary metabolic pathways that create cellular energy.  This course will be an interactive combination of lecture-type materials along with presentations from students and deeper dives into topics of mutual interest to course participants.  The goal of the course is to provide a detailed foundation in biochemistry and to teach critical thinking skills focused on understanding and challenging primary biochemical data.  Students who enroll in this course are typically heading to graduate or professional school in this area of study, or will use the principles employed to enhance their problem-solving abilities.
Chemistry 430H is designed for chemistry majors and is not cross-listed with biol 430.  Hence, Chemistry majors in the honors program will have priority.  Seats will open as follows: Chemistry majors in honors with senior status,
Chemistry majors in honors with junior status, Chemistry majors BS-Biochem, Chemistry majors BA.  Any additional seats (and there usually are very limited at this point) will be open to other majors.  For non-majors, you will be enrolled last based on open seats and affiliation with the Honors Carolina.
DEPARTMENT OF CHEMISTRY CONSENT REQUIRED. CONTACT THE DEPARTMENT VIA EMAIL AT chemus@unc.edu. PLEASE INCLUDE YOUR NAME, EMAIL, AND REQUEST FOR CHEM 430H ENROLLMENT IN THE MESSAGE.

CLASSICS

 

CLAS 131H.001 | Classical Mythology

MWF, 11:15AM – 12:05PM; Recitation: W, 3:35 – 4:25. Instructor(s): James Rives. Enrollment = 24.

The purpose of this course is to introduce students to the myths of the ancient Greeks and Romans, the stories about gods, goddesses, and heroes that were told and retold over a period of centuries. The emphasis will be not simply on learning these stories, but on studying them in their historical context. How were they transmitted? What roles did they play in Greek and Roman culture? What can we learn from them about the way that the ancient Greeks and Romans understood the world around them? In our explorations we will concentrate on literary texts, especially epic and tragedy, but will also consider visual sources, especially vase painting and sculpture. As another way of exploring the significance of myth in ancient Greek and Roman society, we will also examine analogous phenomena in our own society.

I received my BA from Washington University in St. Louis in 1984 and my PhD from Stanford University in 1990. After teaching at Columbia University in New York and at York University in Toronto, I joined the faculty at Carolina in 2006 as Kenan Eminent Professor of Classics. My research focuses on religion in the Roman imperial period, particularly the interrelation of religion with socio-political power and the nature of religious change between the 1st century BCE and the 4th century CE; I also have interests in ancient historiography and Latin prose. I have published books on Religion and Authority in Roman Carthage (1995), Tacitus’ Germania (1999), and Religion in the Roman Empire (2007), and have revised the translations and provided new introductions and notes for the Penguin editions of Suetonius’ The Twelve Caesars (2007) and Tacitus’ Agricola and Germania (2009). My current major research project deals with animal sacrifice and cultural identity in the Roman empire. At Carolina, in addition to myth, I regularly teach courses in Latin prose.

 

CLAS 263H.001 | Athletics in the Greek and Roman World

TR, 11:00AM – 12:15PM; Recitation: W, 3:35 – 4:25. Instructor(s): Alexander Duncan. Enrollment = 24.

To talk about sport is to talk about society, both today and in antiquity. This course will inspect the cultures of ancient Greece and Rome, from the age of Homer to the end of the (Western) Roman Empire, through the lens of athletics. We will scrutinize the mechanics and logistics of ancient athletic events and take up larger questions of interpretation, considering sport within its religious, cultural, and political contexts. Adopting and adapting an extensive battery of theoretical approaches—economic, anthropological, poetic, political, sociological, etc.—we will address such questions as the following: How do the ideals embodied in Greek and Roman sport relate to the myths and cultural practices of these societies? How were competitors, whether amateur or professional, rewarded and regarded by their societies?  What ethical dilemmas did athletes face? Why were animals, slaves, and religious minorities subjected to blood-sport in Roman amphitheaters? Why did others volunteer to face the same fate?  What legacies and lessons have ancient athletics left for the modern world?

To anchor these and other questions, students will work with a variety of evidence—literary texts, historical inscriptions, visual art, and physical recreations of ancient events.  No knowledge of the classical Mediterranean is assumed; all necessary historical and cultural background will be provided in readings and lectures. Course requirements include short writing assignments, map quizzes, creative and practical projects, one midterm and a final exam.

Al Duncan is Assistant Professor in the Department of Classics.  He holds a B.A. in English and Classical Languages & Literature from the University of Michigan, and a Ph.D. in Classics and the Humanities from Stanford University.  Having previously taught in Classics and Comparative Literature at the University at Utah, he joined the Carolina faculty in 2015, where he teaches a variety of courses on ancient Greek language and literature and ancient Mediterranean culture. Professor Duncan’s research focuses on theatrical production, aesthetics, and genre.  He is currently preparing a book on ugliness in Greek drama, as well as several chapters and articles on the material and cognitive aspects of ancient theater.

CLAS 362H.001 | Greek Tragedy

TR, 3:30PM – 4:45PM. Instructor(s): Emily Baragwanath. Enrollment = 24.

Classical Greek tragedy “ended” well over two thousand years ago but still captivates audiences today. This course will explore why that is. What are the central questions of the genre? We will read ten Greek tragedies – some familiar (Agamemnon, Antigone), others less so (Euripides’ Electra) – followed by Aristophanes’ Frogs, a no-holds-barred comedy in which a battle of wits & words is waged in the underworld between the ghosts of Aeschylus and Euripides. As well as paying close attention to the original performance context, we will examine the ways in which these tragedies tackle difficult and compelling questions about agency, responsibility, the relations between individuals and their families and societies, politics, gender, the divine, the nature of human fate, and responses to war.

Emily Baragwanath’s teaching and research interests lie in the areas of Greek literature and culture, with a focus on the ancient historians, particularly Herodotus (the subject of her 2008 book, Motivation and Narrative in Herodotus, Oxford UP). She is especially fascinated by the literary techniques these writers employ in constructing their historical narratives, and by questions relating to the frontier between historiography and mythology or fiction. A current project examines Xenophon’s portraits of women against the backdrop of Greek tradition and Eastern storytelling.

COMMUNICATION

COMM 262H.001 | Introduction to the Performance of Culture

TR, 2:00PM – 3:15PM. Instructor(s): Della Pollock. Enrollment = 20.

This course will provide students with an immersive learning experience of Chapel Hill’s historically black, low wealth neighborhoods collectively known as “Northside.” West of Columbia and north of Rosemary, Northside is home to generations of UNC’s work force and the area’s first civil rights leaders. Working in collaboration with the Marian Cheek Jackson Center for Saving and Making History, we will consider the multiple ways in which cultural performance – whether in the form of protest, film, installation, worship service, community meeting, song, even everyday greetings – shape community and identity in Northside. We will rely on oral histories as creative acts of witness and ask how their performance helps us to understand the past, present, and future of Northside community. The course will emphasize the ethics of cultural participation.
262H is an APPLES service-learning course. Students who are particularly interested in getting to know Northside neighbors and investing in working together to make the change they want to see may find the course particularly rewarding. Students must be able to commit to a minimum of 30 hours of co-labor and to participate in a range of cultural and social events.

Della Pollock is a Professor of Communication Studies and currently serves as Executive Director of the Jackson Center for Saving and Making History in the Northside neighborhoods of Chapel Hill. She specializes in the areas of Performance and Cultural Studies with a particular interest in the politics of performance in everyday life.

COMM 263H.001 | Performing Literature

TR, 11:00PM – 12:15PM. Instructor(s): Tony Perucci. Enrollment = 20.

This course engages the problem of “fiction” in our era of our so-called “post-fact”, “post-truth” era. When “truthiness” undermines truth and “fake news” undermines the real, we will seek to understand how to creatively navigate the blurry lines of fact-in-fiction and fiction-in-fact through the performance. We will explore hoaxes, pranks, phonies and conspiracies in modern American and European culture, as well as artists who intentionally blur the fiction/fact boundary. Students will be introduced to methods for creating original performance works based on literary texts that explicitly address the fragile state of reality in contemporary culture. No previous performance experience is required.

Tony Perucci is Associate Professor of Performance Studies in the Department of Communication, where he teaches courses in collaborative performance, socially engaged art, and political theatre. He is a performer, director and playwright as well as the author of Paul Robeson and the Cold War Performance Complex: Race, Madness, Activism. He is currently working on two book projects on the politics and aesthetics of performance: On the Horizontal: Mary Overlie and the Viewpoints and The New Thing: Impossible Theatre, Ruptural Performance and the Failure of Fiction. Dr. Perucci is the 2017-2018 Mellon Curatorial Fellow for Carolina Performing Arts as well as the Coordinator of the Summer Integrative Arts Initiative for UNC Summer School.

 

COMPARATIVE LITERATURE

CMPL 277H.001 | Myth, Fable, Novella: The Long History of the Short Story

TR, 3:30PM – 4:45PM. Instructor(s): Shayne Legassie. Enrollment = 24.

This course examines the ancient and medieval precursors of the modern short story, considering what can be learned about short fiction in general by adopting such a long historical view.You do not need any previous experience in literature or classics, but you do need to read the assigned works on time and participate in our seminar-style discussions.

I publish on a wide range of topics about the Middle Ages, including travel writing, medieval cosmopolitanism, and the relationship between literature and the visual arts. My teaching and research interests include medieval and early modern literature, literary and cultural theory, and global cinema. I am currently writing a book about flies in horror film.

COMPUTER SCIENCE

COMP 530H.001 | Operating Systems

TRF, 11:00AM – 12:15PM. Instructor(s): Donald Porter. Enrollment = 24.

An operating system is an essential part of almost all computer systems. In fact, your cell phone, your car, and most consumer appliances that contain a processor have an operating system inside. (Your dishwasher really does have an operating system somewhere inside it! Your car probably has at least 10 different operating systems lying about.)

In this course we primarily study general purpose, time-shared operating systems. In this context the operating system is the software system that provides the interface between users, their applications, and the underlying hardware. The purpose of this course is to introduce some of the fundamental concepts in the design of a time-shared operating system. These include:

  • Processes and inter-process communication and synchronization
  • CPU scheduling
  • Memory management and virtual memory
  • Secondary storage management
  • File systems
  • Deadlock detection and prevention
  • Distributed operating systems and services
  • Security and authentication*

In the Honors course students will study the implementation of many of these services in the Linux operation system and perform a number of experiments with the Linux implementation via the development of a series of dynamically loadable kernel modules.

PREREQUISITES: COMP 410 AND 411. ADDITIONALLY, STUDENTS ARE EXPECTED TO DEMONSTRATE PROFICIENCY WITH THE C PROGRAMMING LANGUAGES AS WELL AS WITH THE LINUX OPERATING SYSTEM AS A PROGRAM DEVELOPMENT ENVIRONMENT. THESE PROFICIENCIES WILL BE ASSESSED BY THE INSTRUCTOR THROUGH AN INTERVIEW PROCESS TO BE CONDUCTED DURING THE FIRST WEEK OF CLASSES. STUDENTS WHO DO NOT QUALIFY FOR THE HONORS COURSE WILL BE ENROLLED IN COMP 530 WHICH MEETS AT THE SAME TIME AND SAME PLACE AS COMP 530H. THE HONORS COURSE WILL HAVE AN ADDITIONAL REQUIRED LABORATORY SESSION THAT WILL MEET FOR ONE HOUR ON FRIDAYS. STUDENTS WILL RECEIVE TRADITIONAL LECTURES ON THE DESIGN AND IMPLEMENTATION OF THE LINUX OPERATING SYSTEM DURING THE LABORATORY SESSION.

DEPARTMENT OF COMPUTER SCIENCE PERMISSION REQUIRED.

CREATIVE WRITING

ENGL 132H.001 | Honors: Intro to Fiction Writing

TR, 3:30PM – 4:30PM. Instructor(s): Marianne Gingher. Enrollment = 15.

Writing intensive. Early short assignments emphasize elements of dramatic scene with subsequent written practice in point-of-view, dialogue, characterization, and refinement of style. Assigned short stories from textbook with in-depth analysis of technique, craft, and literary merit. Students will write and revise one full story which will be duplicated for all class members and criticized by instructor and class. The short story will be approximately 10-15 pages long. Revision in lieu of final exam. The course is informal but stringent; students may be asked to write each class meeting. Vigorous class participation in workshop is expected. This course (or ENGL 130) serves as a prerequisite for other courses in the fiction sequence of the creative writing program (ENGL 206, 406, 693H).

FIRST YEAR HONORS CAROLINA STUDENTS ONLY.

Marianne Gingher is Professor of English and Comparative Literature and has taught creative writing at UNC for many years. She has published eight books to date, including the novel Bobby Rex’s Greatest Hit which was made into an NBC movie and two memoirs A Girl’s Life and Adventures in Pen Land. Her most recent books are Long Story Short, an anthology of sixty-five “flash fiction” stories by NC writers and Amazing Place: What North Carolina Means to Writers, a collection of personal narratives by contemporary writers affiliated with the state. A recipient of the Johnston Award for Excellence in Teaching, her innovative Gram-o-Rama course (grammar taught as performance art) has garnered national media attention. Her accompanying photo was taken when she traveled to Zambia to visit her son in the Peace Corps and cooked a meal for volunteers in Serenje, Zambia.

ENGL 133H.001 | Honors: Intro to Poetry Writing

TR, 11:00AM – 12:15PM. Instructor(s): Michael McFee. Enrollment = 15.

This course will explore the many pleasures and challenges of writing good poetry. Our focus will be the regular writing and revising of your original poems, and the in-class workshopping of some of these poems, but we will also spend much time reading and discussing exemplary poems from the past and present, mastering poetic terms and forms and techniques, listening to poems read aloud, and whatever else will help you become a better poet. Among the course requirements: several textbooks, to be read and discussed and mastered; a midterm exam and a final “term poem”; other written exercises; a memorization and recitation assignment; and (most important of all) your writing of up to ten original poems, and your ongoing revisions of those poems. This is a fun and informative class that will help you think and write more clearly, more exactly, and more imaginatively.

FIRST YEAR HONORS CAROLINA STUDENTS ONLY

McFee—a 1976 graduate of UNC’s Creative Writing program—has written eleven books ofpoems (most recently We Were Once Here), published two collections of essays
(including the brand-new Appointed Rounds), and edited several anthologies of contemporary North Carolina literature, including The Language They Speak Is Things to Eat: Poems by Fifteen Contemporary North Carolina Poets.

DRAMATIC ART

DRAM 470H.001 | Costume History

T, 5:00PM – 6:00PM. Instructor(s): Bobbi Owen. Enrollment = 5.

The course is a survey of the clothing forms worn in the West, from Ancient Egypt to the present time, through consideration of the silhouette, the elements comprising the form, and the transition from one period to another.  Requirements: attendance at all class meetings and times.  Exams include a mid-term and a final, each worth 30-40% of the grade, and a research paper of 15 pages in length.  In addition the students in the honors section will create visual vocabulary references using PowerPoint or Tumblr (or something similar).

STUDENTS WILL BE REQUIRED TO ATTEND DRAM 470 CLASS MEETINGS ON T/R 9:30-10:45.

Costume design and costume history, based in Western and non-Western traditions, form the basis of my teaching, with a first-year seminar occasionally added to the mix. I write about theatrical designers with books including Costume Design on Broadway and Broadway Design Roster, the catalog for the United States entry in the 2007 Prague Quadrennial, Design USA ( with Jody Blake) and The Designs of Willa Kim.
 
I also have research interests in traditional dress around the world which is rapidly disappearing and therefore even more important to document. NowesArk is an electronic study collection that contains information about traditional garments and accessories in the Department of Dramatic Art including some I have collected. NowesArk is a companion website to Costar, an online archive of vintage clothing, mainly from the 19th and 20th century, located in the Department of Dramatic Art at UNC-Chapel Hill. Both collections are a valuable means to study the materials, construction, provenance, and patterns used for historic clothing.

ECONOMICS

ECON 101H.001 | Introduction to Economics

TR, 9:30AM – 10:45AM; Recitation: M, 4:30PM – 5:30PM. Instructor(s): Kalina Staub. Enrollment = 24.

This is an introductory course in both microeconomics and macroeconomics for undergraduates. In this one-semester course students are introduced to the basic theory and models that economists use to analyze the world. The concepts introduced include: comparative advantage and the gains from trade; supply, demand, and the market system; the theory of the firm; market failures; national income and its determination; inflation and unemployment; monetary and fiscal policy; and foreign exchange fluctuations.

ECON 101H.002 | Introduction to Economics

TR, 11:00AM – 12:15PM; Recitation: W, 3:35PM – 4:25PM. Instructor(s): Boone Turchi. Enrollment = 24.

This course is an introduction to the study of economics. It has a number of goals: (1) to impart a basic understanding of how a market economy works; (2) to introduce students to the “economic way of thinking” about economic and social problems; (3) to prepare a student to take further courses in economics. I am particularly interested in helping students apply the analytical tools they learn in the analysis of real world economic and social problems. The course covers a wide range of topics including (1) the determinants of economic activity, (2) inflation, (3) unemployment, (4) operation of the price system, (4) monopoly and other forms of imperfect competition, (5) the impact of international trade, (6) the determinants of the distribution of income and wealth (7) the economics of the firm and (8) the economics of the household. Class periods will consist of lecture and discussion format. A “recitation section” will be used to explore current economic news and events. Students will take two midterms and a final exam, will complete problem sets and will complete a special project. Text: Baumol and Blinder, Economics: Principles and Policies. There are no prerequisites for the course.

Professor Turchi teaches introductory economics, statistics, population economics and economics of the family. His research interests involve the application of economic and statistical analysis to the study of family issues in the United States and abroad.

ECON 410H.001 | Intermediate Theory: Price & Distribution

TR, 12:30PM – 1:45PM. Instructor(s): Gary Biglaiser. Enrollment = 24.

The primary focus of the course is on the function of markets and how markets work to allocate resources and distribute income. Topics included in the course are  consumer behavior including economic uncertainty, theory of the firm, market structure (perfect competition, monopoly, and oligopoly), and basic game theory and information economics. One of the purposes of the course is to help students learn how to apply microeconomic principles to economic questions. For this reason, problem sets are assigned and considered to be an important part of the course. The honors section is offered in order to provide students with the opportunity to gain a somewhat greater breadth and depth of knowledge than in other sections. Calculus will be used.

PREREQUISITES: ECON 101. MATH 231 OR STOR 113.

Professor Biglaiser has wide-ranging research interests in applied microeconomic theory with a concentration on industrial organization and regulation; his most recent research is focused on contracts with early termination penalties (with Ozlem Bedre-Defolio), Markets with Switching Cost (with Jacques Cremer) and an analysis of the used car market (with Fei Li, Charlie Murry, and Yiyi Zhou). His recent publications include papers in the American Economic Review,  RAND Journal of Economics,  and the Journal of Economic Theory. He is on the editorial boards of the RAND Journal of Economics.

 

ENGLISH

ENGL 122H.001 | Introduction to American Literature

MWF, 10:10AM – 11:00AM. Instructor(s): Henry Veggian. Enrollment = 24.

This course surveys the literature of North America from its colonization by early Europeans through the middle of the nineteenth century. Students will read works of literature ranging from poetry and fiction to religious writings, varied non-fiction narratives and political writings of the era. In doing so, central terms and methods of literary history and scholarship will be central to the class. The latter will include the history of the book and interdisciplinary analyses of early American cultural development, while the former will include aesthetic terms and the histories and definitions of literary genres. The course meetings will alternate between lectures and discussion, with discussion constituting the majority of class time; we will also use digital media to access and discuss archival, digital, and copyright free materials as well as generate inquiry on the class discussion board (Sakai). The course will conclude with a project in which students will compose a project and present it to the class.

ENGL 225H.001 | Shakespeare

MWF, 11:15AM – 12:05PM. Instructor(s): Mary Floyd-Wilson. Enrollment = 24.

How did genre (tragedy, comedy, romance, or history) shape the concerns of Shakespeare’s plays? This class will read a range of Shakespeare’s works to to help us investigate a series of questions about his culture and society. What, for example, do comedies reveal about controversies concerning marriage or the status of gender roles? What do tragedies say about religious and cultural perceptions of the origins of evil? What do they suggest about current theories of governance? We will situate the plays within their historical contexts by reading them alongside social histories and non-dramatic primary texts (such as handbooks, popular pamphlets, ballads, and diaries). For each play we will also review some of the current critical debates, sorting through the controversies to form interesting and relevant research questions.

ENGL 319H.001 | Introduction to Medieval English Literature, excluding Chaucer

TR, 11:00AM – 12:15PM. Instructor(s): Patrick O’Neill. Enrollment = 24.

For more than fifteen centuries the English-speaking people of Britain have co-existed with Celtic neighbors who speak different languages and represent different cultures—to the north, Gaelic Scotland; to the west, Wales; to the south-west, Cornwall; and across the water, Ireland (to the west) and Brittany (to the south). This course will explore the multiple interactions between the English and Celts as revealed in Medieval English Literature (using that term in its broadest sense to include different kinds of written evidence that might not be classified strictly as literature, such as official documents, inscriptions, lexical borrowings etc.). Nevertheless, the course is grounded in Old and Middle English works such as Beowulf, the Old English elegies, Middle English romances and, most famously, Arthurian literature—as well as lesser known works composed by English speakers living in Celtic areas. We will examine all of these works in a context of constant cultural interactions with Celtic neighbors, especially Ireland and Wales, both of which had flourishing vernacular literatures during this period. The aim of the course is to provide a broad survey of Medieval English literature while at the same time raising consciousness about external influences from the Celtic-speaking areas that shaped its development.

Patrick P. O’Neill is Hanes Distinguished Professor of the Humanities in the Dept. of English and Comparative Literature and a Visiting Research at the Institute of Oriental and Occidental Studies, Kansai University.  He has a special interest in literary interactions between England and its Celtic neighbors.

ENGL 338H.001 | 19th-Century British Novel—with a Contemporary Twist

TR, 3:30PM – 4:45PM. Instructor(s): Beverly Taylor. Enrollment = 24.

In this course we’ll be reading some great novels! Jane Austen (Persuasion), Charlotte Brontë (Jane Eyre), Emily Brontë (Wuthering Heights), Charles Dickens (Great Expectations), George Eliot (The Mill on the Floss), Thomas Hardy (Tess of the D’Urbervilles). While discussing these novels with other good readers, we’ll also be learning about the historical context of the works and thinking about how fiction—and art more generally—expresses and also alters the culture in which it develops. We’ll be thinking about power relations in the cultural moments depicted, especially noting the organization of power relations predicated on rank and money, social class, gender, and race. Besides all this, we’ll aim to produce a tangible outcome: a collection of essays on Neo-Victorian fiction and film. The “contemporary twist” of the course will involve us all in considering why modern writers and film makers “write back” to Victorian works, either by writing prequels, sequels, or revisions of nineteenth-century texts, or by writing a new story but setting it in the Victorian period (for example, Alias Grace). You’ll choose a 20th- or 21st-century neo-Victorian novel or film to examine, addressing questions about why we might return again and again to Victorian literature—what’s in it for a reader in 2018? Why don’t contemporary writers or film makers just invent their own fictions and describe our present world to address contemporary issues? Why do contemporary novelists and film makers return to Victorian materials?—what do they find in Victorian fiction that helps them confront issues in our own time? How does the historical dimension of the novel’s or film’s setting actually enable us to think about our contemporary moment? You’ll share your work with the class in the form of an oral presentation, and you’ll get feedback from the group to use as you revise your project as your second paper for the course. If your work is as good as I expect it will be, my goal is that we’ll assemble a collection of essays on neo-Victorian fiction and film that will be published.

HNRS 354.001 | The Elements of Politics I: Ancients (Greeks)

MW, 3:35PM – 4:50PM. Instructor(s): Larry Goldberg. Enrollment = 24.

A contemporary thinker has said that all education is being introduced to greatness. That is the primary aim of this course, which will examine the political principles of the Greek writers. Our fundamental goal will be to observe great thinkers sifting the claims of religion and the polity, the individual and the community, tradition and philosophy, philosophy and politics. We will read poems by Solon, Homer’s Iliad or Odyssey, Sophocles’ Antigone, selections from Herodotus’s Persian Wars, Thucydides’ History of the Peloponnesian War and Xenophon’s Memorabilia, and several works by Plato: Apology, Crito, Meno, Republic, Gorgias, and Phaedrus.  There will be several short papers and a final essay of six to ten pages. Daily class preparation is expected since the course will be conducted as a seminar. This class is open to students at all levels, Freshman through Senior year. The sole requirement is a willingness to work hard and not fall behind. All students must obtain my approval for enrollment. This course was developed with the aid of a Paul and Melba Brandes Course Development Award.

INSTRUCTOR CONSENT REQUIRED. EMAIL DR. GOLDBERG AT LAGOLDBE@EMAIL.UNC.EDU).
3.0 CREDIT HOUR COURSE; FULFILLS PH-PHILOSOPHICAL & MORAL REASONING REQUIREMENT; FULFILLS PPE MINOR REQUIREMENT.

My first loves are Shakespeare and Plato (my advanced degrees are in Classical Greek, Literary Criticism and English Literature).  For the last twenty-five years or so, however, I have primarily taught a sequence entitled “Elements of Politics” in which we discuss classics of political thought from all genres—philosophy, literature, history, essay, economics and science–, ranging from the ancients through the twentieth century. This has been the main focus of my care and attention. In their proper place, Plato and Shakespeare come in for a considerable amount of attention.

ENVIRONMENT& ECOLOGY

ENEC 201H.143 | Introduction to Environment and Society

MWF, 2:30PM – 3:20PM; Recitation: M, 3:35PM – 4:25PM OR M, 3:35PM – 4:25PM. Instructor(s): Greg Gangi. Enrollment = 24.

This course will explore changing human-environmental relations from a variety of social, geographical, and historical settings. The course is divided into six interrelated sections. The course begins with a brief assessment of environmental problems in North Carolina, the United States and the world. This will lead into a discussion of environmental knowledge and the direct relevance of social forces in perceiving interpreting, and directing the transformation of the natural world. The course will then examine historical trends in food procurement strategies, human population growth, and clean technology. The first half of the semester will end with an exploration of the impact of population growth on the environment and the how groups make decisions with regards to resource management. In the second half of the semester, we will consider the environmental impacts of globalization, affluence and over consumption of resources, and technological change. Finally, the course will end with a brief unit that will bring together some issues that will address the topic of sustainable development.

In addition, to weekly class lectures, students will attend a one-hour recitation session to enjoy small-group discussion and to explore related topics of personal interest. Your class involvement will be enhanced by a class listserv, that is set up to facilitate the exchange of references and other course related information. Major Objectives: 1) To introduce the social context of environmental issues. 2) To provide an exposure to diverse aspects of human-environmental relationships so that students who are pursuing a major or minor in environmental studies can better design their future plan of studies. 3) To allow all students to better understand the link between environmental problems, cultural behaviors, public policies, corporate decision-making, and citizen and consumer behavior.
Course requirements: Students are required to attend class, to compete reading assignment, to participate in class discussion and recitation exercises, to complete a group project, and to perform successfully on written on written examinations. There will be a midterm (25% of the grade) and a final examination (35% of the grade). Another 20 percent of the grade will be based upon a group project and written paper assignment on one environmental issue in North Carolina. The recitation grade will account for the remaining 20 percent of the grade.

FIRST AND SECOND YEAR STUDENTS ONLY

Greg Gangi has broad interests in sustainable development. He is interested in nurturing experiential learning opportunities for students and has developed a number of innovative field based program in different parts of the world.

ENEC 370H.001 | Agriculture and the Environment

MWF, 11:15AM – 12:05PM. Instructor(s): Amy Cooke. Enrollment = 24.

Worldwide, more land is used for food production than any other land use. Because of this, what happens on farms has far reaching impacts on the rest of the earth’s systems—particularly as the world’s human population will soon surpass 7 billion people and continues to grow. Additionally, the area needed to feed the planet can only increase when food competes with fuel and medicine production for land. Figuring out how to feed the planet in a sustainable way has thus become a critical question for our future.

The Green Revolution and industrial agriculture have allowed us to increase agriculture production and feed the world during the 20th century, yet these technologies depend upon limited freshwater and energy resources to boost production. At the same time, pollution concerns related to industrial agriculture—from pesticides to fertilizer runoff, the worldwide collapse and loss of pollinator species, the loss of wild seed stock and genetic drift in seed banks – are of increasing concern.

A second Green Revolution is now being proposed, based on genetically engineered crops. It is worthwhile to examine the world food system for its current level of sustainability and what the future might hold. This course attempts to investigate this question. Using resources from a variety of media and experiences (film, news, academic literature, field trips) and a variety of different disciplines, students will learn about the state of agriculture, the environment and global food production issues as well as critically evaluate both its current situation and the potential for future improvements.

Dr. Amy Cooke has been teaching and working on African and environmental issues for over 2 decades. These interests began as a Peace Corps volunteer in the 1990s and are currently focused on the ecology of food production and the health of water systems. She received her doctorate in ecology from the University of North Carolina-Chapel Hill in 2007, after completing research on land use change in Tanzanian savannas. Since 2009 she has been teaching and advising students in the Curriculum for the Environment and Ecology at UNC, and is currently the Director of Undergraduate Studies for the Curriculum.

ENEC 475H. | Political Economy of Food

TR, 9:30AM – 10:45AM. Instructor(s): Pamela Jagger. Enrollment = 12.

This course examines the economic and political dimensions of food and farming with a focus on public policies that influence how we produce, process, transport, market and consume food. We consider the social, health, environmental and ethical issues surrounding the current political economy of food in local and global perspective.
This semester we’ll strive to answer the following questions:

  • What is the current state of food and agriculture?
  • How do demographic changes influence global supply and demand for food?
  • What role do subsidies and trade policy play in shaping the global supply and demand for food?
  • Who governs food and agriculture locally and globally?
  • What technological options there are for solving the problem of feeding the global population?
  • How have the agribusiness, fast food, and supermarket industries shaped public policy discourse and consumer behavior?
  • Why do we observe the paradox of hunger and obesity in local and global contexts?
  • Does being a vegetarian, eating local, eating organic, eating slow food catalyze policy change?
  • How can we sustain current food supply given the constraints imposed by environmental degradation, water scarcity and climate change?

We will give concerted attention to three kinds of discourse focused on the political economy of food:

  • The analytical discourse of scientists (agricultural, social, environmental etc.) whose research contributes to solvingfood centered public policy problems;
  • The cost-benefit analysis of policy makers charged with making decisions about how to manage local, national andglobal food systems; and
  • Public advocacy narratives used to influence policy and consumers.

CROSSLISTED WITH PLCY 475H.

FOOD STUDIES

HNRS 352.001 | The Carolina Global Food Program Seminar in Food and Culture

TR, 3:30PM – 6:00PM. Instructor(s): James Ferguson / Samantha Buckner Terhune. Enrollment = 15.

“Take a cooking class in college and get credit? Sign me up!” Thus often begins a 5 minute- to 2 hour conversation on Honors 352-001, When we first offered the class in 1997, it was a slightly naïve and timid enquiry into food and culture. Since 9/11/2001, the economic meltdown in 2008 and recovery since, and the recent Farm Bill, developing and sustaining a vital interest in the sourcing, preparation, consumption, sharing, and preservation of our daily bread has become an urgent concern for us. If one cannot eat sustainably there is no point in worrying about finance. Malthus will be proven correct.
Fall 2018 continues our recent trajectory of an introduction to scientific method and health affairs through a sweep through nutrition, eating disorders, epidemiology, biochemistry, and evolutionary biology. We examine such topics as the ethics of eating a diverse and sustainable diet, slow vs. industrial food, organic, and local food sourcing as well as the grim reapers of climate driven crop and water shortages and rampant obesity with its implication for escalating mortality from Type II diabetes and other diseases. Although the course has always emphasized the importance of historical context and the need to analyze change over time, in recent years its geographical and spatial scope have become considerably broader, with more and more of the readings and discussions focused around global concerns.
American Catch, American Wasteland, Fair Food, Gaining Ground, Just Food, and The American Way of Eating highlight food entitlement and its consequences. As traditional communal meals are changing, the newfound passion for sustainability is the rage. For some, however, sustainability has always been a way of life and to understand this and to help implement it more widely is our concern. Thus we deliberately do not favor extreme positions which do more to obscure than to elucidate our most vital contemporary issues. Instead, we attempt to engage our students in an open-ended examination and implementation of practices which take as their premise Barry Commoner’s observation that the first law of ecology is that everything is related to everything else.
We start and end with science, opening with the question of what constitutes a “healthy” diet and closing with a quantitative approach to food judgment, epistemology ever our muse. Archaeologists have pushed back the formal frontiers of articulated cuisine to 3200 BCE and agriculture to 17,000 BCE. Historical investigation has dramatically revised earlier notions and official orthodoxies about medieval and monastic life, revealing that it was anything but primitive and “dark.” Indeed, many of our contemporary high tech agricultural find their origins in the newly developed granges of Cistercian monasteries. We also take a hand in applied judgment/journalism through brief excursions into the restaurant reviewing process. Weekly turns of the kaleidoscope find us examining ritualistic food practices through ancient religious rubrics, a sense of place—especially as it relates to American southern cuisine and literature, artistic expression, and evolving customs and manners at (or not) table. Inexorably the urgent press of current issues points us in the direction of global economics and food policy as well as food justice.
Already a major component in the Eats 101 experience, field trips and exercises will engage students in site visits to working examples of sustainable agriculture and food production as well as their historical grounding, be it in North Carolina or elsewhere. Museum visits provide insight into the historically complex interaction among culture, economics, climate, and region.
Students are required to undertake a major research project/paper, which treats food and culture from the point of view of one or more of the perspectives covered during the semester. Student teams will also design, conduct, and present research centered on North Carolina’s economic and geographical diversity as it impacts issues of access to food for all citizens. In addition, students are required to schedule their commitments to enable continuing discussion with faculty and participation in dinners following class. These dinners have become integral to the larger mission of Eats 101 as they create a community based on knowledge of the physical reality of food as well as the rituals surrounding its preparation, consumption, and sharing. We extend this community by our longstanding practice of promoting sustainability through local and seasonal food sourcing for our meals whenever possible and applicable.
New to the class in spring 2016 was the addition of a volunteer service component, which engages all of the students in planning and executing a project for the benefit of the larger community. Since 2017, Eats 101 has adopted campus fundraising for the No Kid Hungry North Carolina program, a statewide effort to ameliorate and help eradicate hunger among public school students.

FOR APPLICATION INFORMATION, PLEASE CONTACT MS. BUCKNER TERHUNE (samantha.buckner@gmail.com)
4.0 CREDIT HOUR COURSE; FULFILLS SS-SOCIAL & BEHAVIORAL SCIENCES REQUIREMENT.

Mr. Ferguson (BA in Psychology, MA in Sociology, PhD in Experimental Social Psychology; UNC) is Program Director for The Carolina Global Food Program in the Global Research Institute, and a lecturer in History at UNC His research interests include judgment and choice processes, medieval antecedents for sustainable community-based agricultural systems, and health consequences of dietary imbalances related to contemporary food consumption patterns.

Ms. Buckner Terhune (BA in Communications, UNC; MA in Curriculum and Instruction, NCSU) is Associate Program Director for The Carolina Global Food Program in the Global Research Institute. Her focus is in education and development with special interests in early childhood education as well as dietary patterns and health.

GERMAN & SLAVIC

GSLL 254H.001 | The Division of Germany, Reunification, and Conflict with Russia

TR, 3:30PM – 4:45PM. Instructor(s): David Pike. Enrollment = 24.

Why was occupied Germany divided into two states after World War II? Were the Cold War and division inevitable? We will explore these questions in two chronological contexts: 1945-1949 and 1989-present, with emphasis on the reemergence of Western conflict with Putin’s Russia.

GLOBAL STUDIES

GLBL 487H.001 | Social Movements: Rethinking Globalization from the Zapatistas to Occupy Wall Street to #BlackLivesMatter

W, 5:00PM – 8:00PM. Instructor(s): Michal Osterweil. Enrollment = 24.

In 2011 Time Magazine named “The Protester” person of the year, asserting “Protesters in 2011 didn’t just voice their complaints, they changed the world.” This, in a time still haunted by claims to the “end of history” where one version of economy—neoliberal capitalist— appeared to be the natural way of things, is no small feat. While it is certainly heartening that the highly visible social movements of 2011 have disturbed the neoliberal chokehold on political imaginations and introduced the possibility of restarting history, the claim that history had actually ended and that social movements had not been moving, is patently false. Movements—and history—had been present and moving long before the Arab Revolutions and Occupy Wall Street made headlines.

In November 1999 much of the world was surprised when nearly 50,000 protestors successfully shut down the WTO meetings in Seattle, Washington. While even then, people had been speaking about the “end of history” and the triumph of neoliberal capitalism as the one possible politicoeconomic system, the protests in Seattle—in conjunction with other events– made visible the fact that there were millions opposed to, and suffering from, the corporate driven global economy. Just five years earlier on the first day of the North American Free Trade Agreement (NAFTA) an uprising in the Southeast of Mexico by the Zapatistas, announcing “Ya Basta!” (enough) was another crucial date for the birth and development of this new social movement, Beyond rejecting and critiquing the dominant system, the Zapatistas developed novel political, social and economic projects, that combined placebased alternatives with a global perspective, inspiring many the world over to re-invent what it means to pursue social justice and social change. Since January 1, 1994 numerous uprisings, convergences, mass events, ideas, and everyday practices have occurred, all of which can be considered part of this global movement– a movement that goes by many names including the Anti- globalization movement, Alter-Globalization, Global Justice and Solidarity Movement, or the Movement of Movements.

In this course we will explore this supposedly “global” movement, or movements—looking at the history, causes, objectives and myriad manifestations, including local (US based) instantiations and possibilities. Based around key examples including the Zapatistas, La Via Campesina, MTDs and other parts of the Alter-Globalization movement; more recent uprisings in Spain, the Middle East and the US, as well as local projects and groups, the course will investigate what it means to be a global social movement, what pursuing an alternative global agenda looks like, as well as what social change in the 21st century means.

In addition to exploring key examples, we will also investigate what it means to be a global social movement, what pursuing an alternative global agenda looks like, and how these articulate with processes of social change. As such, in addition to concrete cases we will look at the various theories and spatial imaginaries underlying different movement practices and visions— often reading literature produced by and for movements. The course will also include some emphasis on research methods, ethics, and practices.

HISTORY

HIST 174H.001 | Honors Seminar in African, Asian, and Middle Eastern History

T, 3:30PM – 6:00PM. Instructor(s): Cemil Aydin. Enrollment = 24.

This course will focus on Anti-Western ideas and Pan-National movements in Asia and Africa from the 1870s to the present. Why were there very influential Pan-national political and intellectual currents in a period associated with empires, imperialism and nationalism? What are the intellectual and political goals of so called “the revolt against the West” in Asia and Africa? What are the legacies of Pan-African, Pan-Asian and Pan-Islamic thought and ideas in contemporary politics of the world?

Cemil Aydin grew up in Turkey and studied at Boğaziçi University, İstanbul University, and the University of Tokyo before receiving his Ph.D. degree in History and Middle Eastern Studies at Harvard University in 2002. He is currently teaching courses on modern world history, Middle Eastern history and global/international history at University of North Carolina-Chapel Hill.

Cemil Aydin’s publications include his book on the Politics of Anti-Westernism in Asia: Visions of World Order in Pan-Islamic and Pan-Asian Thought (Columbia University Press, 2007)), a co-edited special volume on “Critiques of the ‘West’ in Iran, Turkey and Japan” in Comparative Studies of South Asia, Africa and the Middle East 26:3 (Fall 2006), and “Globalizing the Intellectual History of the Idea of the ‘Muslim World,’” in Global Intellectual History, ed. Samuel Moyn and Andrew Sartori) (Columbia University Press, 2013), pp: 159-186. He recently completed a book chapter on “Regions in Political History of the World, 1750-1924,” forthcoming in A History of the World, Book 4 (Harvard Press and Beck, Spring 2016) He is currently working on a book manuscript on the global intellectual history of the Idea of the Muslim World for Harvard University Press.

HIST 175H.001 | The Incas and After

TR, 11:00AM – 12:15PM. Instructor(s): Kathryn Burns. Enrollment = 24.

This honors seminar provides a close look at one of Latin America’s most fascinating and diverse regions, occasionally in the news as a site of political or geological earthquakes. Popular association of the Andes with instability runs strong. But the region is also one of deeply-felt continuities and long historical memories. When Evo Morales was sworn in as Bolivia’s president, for example, he promised an end to “500 years of oppression” of indigenous Bolivians like himself.
The goal of this course is gain historical perspective on what unites and divides Andeans. We’ll pay special attention to the deep roots of civilization in the central Andes, and to the history and legacies of Spanish colonial rule. How were the Incas’ ancestors able to create a thriving civilization in the midst of a difficult, even inhospitable environment? Why did “Indian” later become a term of opprobrium? How did Spanish colonialism manage to last so long? These are some of the questions we will bear in mind as we examine processes of cultural negotiation and change.

Your research will become the focus in the final weeks of class, as we turn our classroom into a research colloquium for presentation of your findings. The course is designed for honors students, especially those interested in Latin America and in colonialism. Spanish is not required, but is definitely a plus.

Kathryn Burns works on colonial Latin America, especially the history of mestizaje, property, and literacy in the colonial Andes. Her book Colonial Habits: Convents and the Spiritual Economy of Cuzco, Peru (Duke, 1999) examined nuns, production & reproduction in Cuzco. Into the Archive: Writing and Power in Colonial Peru (Duke, 2010) traces the practices of the Spanish American escribanos who shaped notarial truth and generated vast colonial archives.

Burns’s recent publications include “Unfixing Race,” in Rereading the Black Legend: The Discourses of Religious and Racial Difference in the Renaissance Empires, eds. Margaret R. Greer, Walter D. Mignolo, and Maureen Quilligan (University of Chicago, 2007), 188–202; “Dentro de la ciudad letrada: La producción de la escritura pública en el Perú colonial,” Histórica [Lima, Peru] 29:1 (July 2005), 43–68, and “Notaries, Truth, and Consequences,” American Historical Review 110:2 (April 2005), 350–79.

HIST 178H.001 | Origins of Capitalism and the Industrial Revolution

TR, 2:00PM – 3:15PM. Instructor(s): Melissa Bullard. Enrollment = 24.

Economics, or political economy, as it was first called, emerged as a new discipline during the Industrial Revolution. Born of the factory era when power driven machinery revolutionized manufacturing, it was quickly labeled the “dismal science.” David Ricardo and Thomas Malthus, leading members of the Manchester School, shared a very dim view of human prospects in the industrial age. The Malthusian equation seemed to show that population increases would constantly outstrip food supplies, and Ricardo’s Iron Law of Wages predicted that workers would always live on the margins of subsistence. Ricardo’s thinking on political economy was heavily influenced by Adam Smith’s theories of laissez-faire capitalism. To what extent did the new science, which relied on charts and tables, represent a radical departure from earlier ways of regarding the material aspects of life? After all, our word “economy” derives from the Aristotelian concept of oeconomia, or household management, which had considered the material side of life to be bound up inextricably in the ethics of community and the common good, a far cry from the Manchester thinkers’ modes of analysis . Why did it take until the late eighteenth and early nineteenth centuries for “economic man” as independent agent to step away from the communal assumptions in ancient and medieval Christian thought? The aim of this course is to gain a better understanding of the foundations of nineteenth-century Classical Economics by studying how European thinking about the material world evolved over time in conjunction with changing economic practices from medieval feudalism and early modern capitalism to the Industrial Revolution. How did Classical Economic theory emerge and why did it become such a dismal science? In addition to studying the development of the European economy and modes of thought along the way, we will compare and contrast Europe’s situation with that of modern-day China which recently has been undergoing its own industrial revolution.

The class will proceed in a seminar setting with lectures and team-led discussions aided by student postings on the class website. Students will select topics for research projects with the advice of the instructor and make an oral presentation. Tests include a midterm and exam. There will also be opportunity to utilize the collections of images of economic life and industrialization in the Ackland Art Museum.

Renaissance Italy, Early Modern Europe, and the Atlantic World are the foci of Prof. Melissa Bullard’s research. She has written books on political finance and the cultural and Diplomatic world of Renaissance Italy as well as numerous articles dealing with patronage, family history, papal finance, diplomacy, psychology, and culture. She published two volumes for the internationally-sponsored critical edition with extensive historical commentary on the letters of Lorenzo de’ Medici. Most recently she has published a book on the Atlantic Renaissance. Her courses cover early European History, the Renaissance, medieval and early modern economic history, Mediterranean economies and societies, and a capstone seminar on Myth and History.

HIST 422H.001 | Greek Warfare

MW, 2:30PM – 4:00PM. Instructor(s): Fred Naiden. Enrollment = 19.

AIM: to develop a history of Greek armies that will explain the Greek defensive success over the Persians and the Macedonian offensive success over the Greeks and the Persians alike. Homer, Herodotus and Thucydides will be read extensively, as will the Alexander historians. Students knowing Greek or Latin will report to the class on untranslated primary sources.

EXTENT: Homer through Alexander, with only incidental treatment of naval history, but with ample treatment of weapons, organization, planning, battles, and war aims, ca. 700-322 BCE.

WORKLOAD: two tests assessing knowledge of works discussed in class (1/8 apiece); a short report on an item of secondary literature leading to a 10-page term paper due on the day of the final (3/8) and a final (3/8).

ASSIGNMENTS: all items in the Lesson Plan that are primary sources are required. Secondary sources that are asterisked are also required. Other items are optional. E.g., in the classes on 8/29 and 8/31, the primary source Iliad 1-17 is required. Secondary sources CH*** and Van Wees 1982* are also required, but Snodgrass is optional. CH has 3 asterisks because it is usually most important secondary source; works with 2 asterisks come next; with 1 asterisk, third.

HONORS component: This course requires that students become familiar with three of the most important Greek historical sources (and thus three of the most important Greek authors): Homer, Herodotus, and Thucydides, plus the main authors for the life and times of Alexander the Great. It is a humanities curriculum in miniature, and it is correspondingly difficult yet rewarding. It is ideal for honors students.

CROSSLISTED WITH PWAD 422H.

HIST 489H.001 | The History of the 2008 Financial Crisis

TR, 9:30AM – 10:45AM. Instructor(s): Benjamin Waterhouse. Enrollment = 24.

Ten years ago this Fall, the world nearly ended. Even if you were too young to understand what was going on, you were most likely aware that something historic—and historically bad—was going down. Words like “meltdown,” “crisis,” and “economic catastrophe” were everywhere. Billions of dollars of wealth disappeared nearly overnight. Entire countries went bankrupt. So what actually happened? How did the “worst financial disaster since the Great Depression” come to pass in the first place? Weren’t there smart people in charge who should have prevented this? And now, looking back from a short distance ahead, how can we put the financial crisis—its causes and its effects—into historical context? What did it mean?

This course will investigate the immediate causes, historical background, and long-term repercussions of the worldwide economic and financial crisis that began in 2007, climaxed in 2008, and continues to shape the economic destiny of the world today. We will consider such themes and issues as the American housing bubble, the role of large and interdependent financial institutions, the challenges and possibilities of financial regulation, and the way economic crisis shapes political philosophies and ideologies.

Benjamin C. Waterhouse is a historian of American politics, business, and capitalism in the twentieth century. His research focuses on contests among organized economic interests, including workers, activists, lobbyists, intellectuals, and business people, and explores how those relationships shaped American policy, partisan politics, and political culture. He teaches courses on the long history of American business, American politics since the New Deal, politics and society in the 1970s, and the history of financial crises. He is the author of Lobbying America: The Politics of Business from Nixon to NAFTA (Princeton University Press, 2014) and The Land of Enterprise: A Business History of the United States (2017). Currently, Waterhouse is at work on a study of small business ownership and its place in American politics and life since 1980.

HIST 516H.001 | Historical Time

TR, 3:30PM – 4:45PM. Instructor(s): Jay Smith. Enrollment = 24.

This course is about time and the ways in which individuals and societies refashion time into history. Most historians would agree that the central object of historical study is change over time—when changes occurred, why they occurred (or failed to occur), how they occurred, the speed with which they occurred, and the implications of those changes for individuals, communities, nations, or the globe. Anyone who has constructed a timeline understands, however, that any narrative of historical change omits some facts and highlights others. The choices required by the act of narrative inevitably reveal the narrator’s assumptions about the essence of history—for example, the subject matter proper to historical study, the mechanisms of cause and effect, the relationship between individuals and their world, the function and very nature of events, the import of experience, and the patterns that structure change. This course explores some, though not all, of the many ways in which historians and other students of the past, particularly in the modern western world (since ca. 1700), have conceptualized historical time. The chief objective of the course is to increase awareness of, and enhance students’ abilities to identify, the biases and hidden assumptions that underlie all historical narratives and accounts of change over time. Assumptions that typically remain hidden are not necessarily “bad,” of course, but both the creators and the consumers of historical narrative should strive to be more aware of the subtle effects their guiding assumptions can have on their understanding of historical change. Self-awareness makes for better history.

Jay M. Smith is a specialist of early-modern European history whose research focuses on old regime and revolutionary France. Author or editor of five books, his most recent book in French history is Monsters of the Gévaudan: The Making of a Beast (2011).

HNRS 353.001 | Introduction to Economic History

TR, 9:30AM – 10:45AM. Instructor(s): John Komlos. Enrollment = 24.

This course provides an overview of the economic history of the world from the Neolithic Agricultural Revolution to the present in an interdisciplinary framework. Through this course students will gain an understanding of economic trends on a vast scale that includes different cultures, socio-economic systems, and institutions and thereby become more informed citizens. Hence, we shall explore such questions as why European societies and their overseas offshoots became the technological leaders after the Renaissance as well as the role of such factors as geography, technology, institutions, science, religion, and culture played in the process of economic development.
Moreover, student should gain a clearer sense of how a rather minor sparsely-populated British outpost was transformed to become a world leader economically but also politically, militarily, and technologically by the turn of the 20th century. These were amazing processes which, however, by the 21st century seem to have run into harder times with substantial competition from around the globe.

Other issues discussed include which countries and which continents developed successfully and which fell behind and for what reasons? Which countries and regions were able to catch up and why? We shall trace these developments focusing on the ingredients of success and failure highlighting good and bad economic policies including such factors as trade, colonialism, imperialism, war, religion, legal systems, investments in education as well as institutions.

In short, the course surveys the major trends and salient features of economic development in a global context from the beginning of time to the present but the focus is mainly on the period after the Industrial Revolution. It also discusses the great divergence between the European economies and their overseas offshoots on the one hand and the rest of the world around the Industrial Revolution. It also discusses Japan’s and the East Asian Tigers’ catch up with the West.

The course is comparative and interdisciplinary and touches on the periodic immense transformations of the global economy. We shall consider the extent to which the economy is embedded in a culture and in a political system so that we have to consider such factors as well when analyzing developments in a broad context.

3.0 CREDIT HOUR COURSE. FULFILLS HS-HISTORICAL ANALYSIS GENERAL EDUCATION REQUIREMENT.

John Komlos is Professor Emeritus of Economics and of Economic History at the University of Munich and is currently visiting professor at UNC-Chapel Hill. He has also taught at Harvard University and the University of Vienna and Duke University. Born in Budapest during the last days of World War II–just as the Soviet army began its assault on the city–, he became a refugee twelve years later during the famous revolution, and grew up in Chicago where he received PhDs in both history and in economics from the University of Chicago. His mentor was the Nobel-Prize winning economic historian Robert Fogel. Most recently Komlos has written critically of recent economic policies that led to the “hollowing out of the middle class” and has been an ardent advocate of humanistic economics in his blogs for PBS http://www.pbs.org/newshour/author/john-komlos/.

JEWISH STUDIES

JWST 420H.001 | Post-Holocaust Ethics and Theology

M, 3:35PM – 6:25PM. Instructor(s): Andrea Dara Cooper. Enrollment = 4.

This course examines the challenges posed to ethics and theology by the Holocaust. We will consider the collapse of traditional ethical approaches from a global and comparative context following the extermination of Jews in Europe during World War II. Philosophical and theological issues to be addressed include the problem of evil, divine omnipotence, theodicy, human animality, representation, and an ethics of memory.

CROSSLISTED WITH RELI 420H

Dr. Andrea Dara Cooper is an Assistant Professor in the Department of Religious Studies and the Leonard and Tobee Kaplan Fellow in Modern Jewish Thought and Culture at UNC. Dr. Cooper works at the intersection of Jewish thought, contemporary philosophy, cultural theory, and gender studies. At UNC she teaches classes on Introduction to Jewish Studies, Human Animals in Ethics and Religion, Modern Jewish Thought, and Post-Holocaust Ethics and Theology.

LINGUISTICS

LING 145H.001 | Language and Communication

TR, 2:00PM – 3:15PM. Instructor(s): Dean Pettit. Enrollment = 10.

Is language unique to human beings? Noam Chomsky has famously argued that humans possess an innate language faculty that is unique to humans and part of our genetic endowment as a species. Steven Pinker puts this by saying that human beings have an innate language instinct. Support for Chomsky’s thesis derives from roughly half century of research in linguistic theory, research which suggests that human language employs cognitive structures without precedent in the (non-human) animal world. Yet there has been considerable scholarly debate about these claims, and great deal of work has gone into trying to evaluate them. Importantly, a great deal of research has been done with animals (notably chimps and parrots) to evaluate their ability to learn language. There has also been a recent explosion of research into the forms of communication animals employ in the wild. This raises a number of issues. Are any animals capable of learning some form of human language? Do any animal communication systems constitute a language in their own right? If language is a uniquely human capacity without precedent, even among our closest evolutionary kin, then how is it possible for this capacity to have evolved in us?

This course will explore these issues and survey the recent research in this area. The course consists of three major topics. The first part will introduce students to the fundamentals of linguistic theory, which provides the basis for Chomsky’s thesis that language is a uniquely human capacity. The second part examines the phenomenon of animal communication and explores how it differs from human language. The last part of the course will explore the evolutionary origins of language (the question of how language could have evolved in us), examining some of the exciting recent work in this area.

CROSSLISTED WITH PHIL 145H.

Dean Pettit has research interests in the philosophy of language, philosophy of linguistics and epistemology.  He is currently working on various projects that bring linguistics to bear on philosophical issues. This includes work on the semantics of ‘good’, the semantics of quantifiers and vague names. He also works on issues about linguistic competence and the epistemology of language. Sample publications: “On the Epistemology and Psychology of Speech Comprehension,” The Baltic International Yearbook (2010); “The Pervasive Impact of Moral Judgment,” with Josh Knobe, Mind and Language (2009);  “Why Knowledge is Unnecessary for Understanding Language,” Mind (2002).

MATHEMATICS

MATH 231H.001 | Calculus of Functions of One Variable I

MWF, 9:05AM – 9:55AM; Recitation: T, 9:30AM – 10:20AM. Instructor(s): Idris Assani. Enrollment = 25.

Math 231 is designed to provide a detailed introduction to the fundamental ideas of calculus. It does not assume any prior calculus knowledge, but the student is expected to be proficient working with functions and their graphs as well as manipulating variable expressions and solving equations using algebra.
This is the Honors section of Math 231. It offers a more demanding and deeper treatment than the regular sections as well as more involved applications. There will be more emphasis on understanding theory than in other sections, and students will be expected to understand and reproduce proofs of theorems and formulas. In addition, this section will cover extra topics, including the epsilon-delta definition of limit. Applications will be more involved and will sometimes involve real data. Homework will be more challenging, with more emphasis on creative problem solving and less emphasis on drill. Students will be expected to complete a final project.
PREREQUISITES: SCORE OF AT LEAST 32 ON THE ACT MATH TEST OR SCORE OF AT LEAST 700 ON THE SAT MATH 2 SUBJECT TEST OR SCORE OF AT LEAST 4 ON THE AP CALCULUS AB TEST OR ON THE AB SUBSCORE FOR THE AP CALCULUS BC TEST OR GRADE OF A- OR HIGHER IN MATH 130 AT UNC-CH (OR HAVE THE EQUIVALENT TRANSFER CREDIT).

MATH 232H.001 | Calculus of Functions of One Variable II

MWF, 1:25PM – 2:15PM; Recitation: T, 12:30PM – 1:20PM. Instructor(s): Andrey Smirnov. Enrollment = 25.

This is the Honors section of Math 232. It offers a more demanding and deeper treatment than the regular sections as well as more involved applications. There will be more emphasis on understanding theory than in other sections, and students will be expected to understand and reproduce proofs of theorems and formulas. In addition, this section will cover extra topics, such as surface area, elementary differential equations, and calculus using polar coordinates. Applications will be more involved and will sometimes involve real data. Homework will be more challenging, with more emphasis on creative problem solving and less emphasis on drill. Students will be expected to complete a final project.
PREREQUISITES: SCORE OF 5 ON THE AP CALCULUS AB TEST OR AS THE AB SUBSCORE ON THE AP CALCULUS BC TEST OR A GRADE OF AT LEAST B+ IN MATH 231/231H.

MATH 233H.001 | Calculus of Functions of Several Variables

TR, 12:30PM – 1:45PM; Recitation: M, 12:20PM – 1:10PM. Instructor(s): Richard Rimanyi. Enrollment = 24.

Level:  This is the Honors section of MATH 233.  It offers a more demanding and deeper treatment than the regular sections.   For example, there will be more emphasis on understanding theory than in other sections.  Topics:  Vectors in three dimensional space.  Dot products and cross products and their applications.  Functions of two and three variables.  Polar and spherical coordinates.  Graphs and contours.  Multivariable calculus:  partial derivatives, gradient.  Curves in space.  Surfaces: normal vector, tangent plane.  Maxima and minima.  Lagrange multipliers.  Double and triple definite integrals, line integrals, Green’s theorem.

PREREQUISITE: AT LEAST A B+ IN MATH 232 AT UNC OR A 5 ON THE BC CALCULUS EXAM.

MATH 381H.001 | Discrete Math

MWF, 11:15AM – 12:05PM. Instructor(s): Alexander Varchenko. Enrollment = 24.

Logic and proofs, Sets and Functions, Number theory, Induction, Counting, Discrete probability, and Relations (Chapters 1,2,4,5,6,7 and 9 from Rosen’s Discrete Mathematics text). This is the honors section of math 381. The usual course topics will be treated in a deeper and more demanding manner than in the regular sections. In particular, we will go through strategies for proofs very carefully (Sections 1.7 and 1.8, plus other material from the instructor).

Alexander Varchenko is Ernest Eliel Professor of Department of Mathematics, UNC, Chapel Hill

MATH 521H.001 | Advanced Calculus I

TR, 12:30PM – 1:45PM. Instructor(s): Jason Metcalfe. Enrollment = 25.

The real numbers, continuity and differentiability of functions of one variable, infinite series, integration. This honors section will explore the topics listed above in greater detail, and additional topics, such as Fourier series and their application, are likely to be covered. Moreover, assignments of greater depth will be given.

PREREQUISITES: MATH 233 AND 381.
NO FIRST YEAR STUDENTS.

Metcalfe’s research focuses on partial differential equations. His particular focus is on wave equations and Schrodinger equations. Nonlinear problems related to general relativity and elasticity are frequently studied.

MEDICINE, LITERATURE & CULTURE

ENGL 268H.001 | Medicine, Literature, and Culture

TR, 2:00PM – 2:50PM; Recitation: F, 11:15AM – 12:05PM OR F, 12:30PM – 1:20PM. Instructor(s): Matthew Taylor. Enrollment = 40.

From Dr. Frankenstein’s famous realization that he has indeed created a monster, to the savvy detection work of TV’s House, M.D., tales of mysterious patients and canny doctors have captivated audiences for centuries. What do the stories we create—about disability and disease, about who (and what) has the power to heal, about the fear of death and desire for transcendence—tell us about our culture, our history, and the experience of being human?

This course will provide an introduction to Health Humanities, a new area of study that combines methods and topics from literary studies, medicine, cultural studies, and anthropology. We’ll read novels, screen films, learn about illnesses and treatments, and hear expert speakers as we investigate the affinities among literary representation, HEALTH sciences, and clinical practice.  We’ll pay close attention to how ideas about sickness have changed over time and across cultures. Topics will include the CLINICIAN-patient relationship, medical detection, the rise of psychiatry, illness and social exclusion, epidemics and the “outbreak narrative,” government eugenics programs, and the quest for immortality.

REGISTRATION IN RECITATION SECTION 601 OR 602 REQUIRED.

My research interests are in the interdisciplinary intersections of critical theory (including science and technology studies, philosophy of science, posthumanism, ecocriticism, and race theory) and nineteenth- and early twentieth-century American literature. Focusing on texts by Edgar Allan Poe, Henry Adams, Charles Chesnutt, and Zora Neale Hurston, my first book, Universes without Us: Posthuman Cosmologies in American Literature (Univ. of Minnesota Press, 2013), examines heterodox American cosmologies that challenge the utopianism of both past (e.g., mesmerism, transcendentalism, evolutionary historiography) and present (e.g., posthumanism, radical ecocriticism) attempts at fusing self and environment, all of which fantasize not the death of the modern subject but its self-gratifying transformation.

HNRS 350.001 | Learning the Art of Medicine

T, 6:00PM – 7:00PM. Instructor(s): Rick Stouffer. Enrollment = 12.

This course is designed to supplement knowledge obtained through the traditional pre-medical curriculum in order to enhance students’ development as health care providers. It has three objectives:

  1. To introduce students to non-biological factors that affect the health of individuals and society. Understanding the social situation of your patient, including environmental, financial and familial factors, is important for the effective practice of medicine. Just to give one example of the importance of understanding these factors: studies have shown that patients do not take up to one third of medications that are prescribed and implement only a small portion of lifestyle changes (e.g. dietary changes or smoking cessation). Unfortunately, physicians tend to focus on what happens in their offices and on treating only the biological factors contributing to disease. A better understanding of a patient’s social situation is necessary if the therapies that are discussed in the physician’s office are to be implemented once the patient goes home.
  2. To provide students with an overview of changes in the delivery of medical care. The traditional fee-based model in which physicians in private practice (generally either self-employed or part of a small group) get paid for performing specific services is being supplanted by systems in which physicians work for hospitals and are paid (at least in theory) for keeping individuals healthy, as well as for treating diseases. An understanding of the currents and crosswinds that are changing the delivery of health care in the U.S. is necessary for anyone who is planning a career in this field.
  3. An introduction to the medical training system and how to pick a specialty. A healthcare provider’s satisfaction is dependent upon the specialty, type of practice, call schedule, geographic location, co-workers, work-life balance and many other factors. The class will discuss different types of practices and how to obtain the necessary training to obtain the best position.

The course will combine weekly seminar meetings with visits to Dr. Stouffer’s clinics, where they will see issues discussed in class play out in the real-life treatment of patients.

HONORS CAROLINA THIRD AND FOURTH YEAR STUDENTS ONLY.

George A. Stouffer III, MD. Distinguished Professor of Medicine, UNC School of Medicine. Chief of Cardiology, UNC Hospitals.

MUSIC

MUSC 132H.001 | Theory--Musicianship II

MW, 10:10AM – 11:25AM. Instructor(s): Timothy Carter. Enrollment = 15.

A continuation of MUSC 131, covering more advanced topics of melody, harmony, counterpoint, rhythm, meter, and form.

PREREQUISITE: A GRADE OF C OR BETTER IN MUSC 131. DEPARTMENT CONSENT REQUIRED.

Tim Carter, David G. Frey Distinguished Professor of Music at UNC-Chapel Hill, works on music in late Renaissance and early Baroque Italy, the operas of Mozart, and American musical theater in the mid twentieth century. He is the author of ‘Oklahoma!’ The Making of an American Musical (New Haven and London: Yale University Press, 2007).

MUSC 390H.001 | Hip-Hop & Diplomacy

TR, 2:00PM – 3:15PM. Instructor(s): Mark Katz. Enrollment = 24.

Focusing on the period following the 9/11 terrorist attacks, this seminar explores the U.S. government’s use of hip-hop as a form of public diplomacy, the interaction of citizens of different countries meant to establish dialogue, shape public opinion, and influence policy. At heart, this course is about the intersection of music and power. We will explore the power of music to bridge cultural divides, facilitate understanding, and build community. We will also seek to understand the fraught power relationships—between art and the state and between the United States and the international community—revealed in the practice of hip-hop diplomacy. The course will follow my work as director of Next Level, a State Department-funded hip-hop diplomacy program that has visited 25 countries since 2014 and will be conducting residencies during the semester.

Mark Katz (Ph.D., University of Michigan) is a Professor of Music and the Director of the Institute for the Arts and Humanities. He is the author of Capturing Sound: How Technology has Changed Music and Groove Music: The Art and Culture of the Hip Hop DJ. He is currently at work on a new book, Build: The Power of Hip Hop in a Divided World.

PEACE, WAR & DEFENSE

PWAD 150H.001 | International Relations and World Politics

TR, 9:30AM – 10:45AM. Instructor(s): Mark Crescenzi. Enrollment = 2.

This course introduces you to world politics from a logical, social scientific perspective. The substantive goal is to understand why and how political actors in the international arena make the decisions.  Why do nations fight? Why do they cooperate, economically and politically? How can we understand the mechanisms that encourage cooperation over conflict in world politics?

This course does not simply inform you of how others have studied problems in world politics. Rather, the intent is to demonstrate how theories of world politics can be constructed and applied, and, in turn, to have you engage in this process of application.  There are several options of theoretical focus for such a course. In this course the basic perspective is rationalist, a powerful but imperfect set of assumptions about human behavior.  As we learn about the mechanics of international relations, we will also examine the strengths and weaknesses of rational choice. The expectation is that you will master this approach even if you are critical of the core assumptions.

CROSSLISTED W POLI150H

I am a Professor and the Chair of the Department of Political Science at the University of North Carolina at Chapel Hill. I earned my B.A. degree from the University of California at Irvine in 1993 and my Ph.D. from the University of Illinois at Urbana-Champaign in 2000. I teach undergraduate and graduate courses in International Relations, including Introductory International Relations, International Conflict Processes and Conflict Resolution. You can find links to syllabi for these courses in the Teaching section of my website.

PWAD 422H.001 | Greek Warfare

MW, 2:30PM – 4:00PM. Instructor(s): Fred Naiden. Enrollment = 5.

AIM: to develop a history of Greek armies that will explain the Greek defensive success over the Persians and the Macedonian offensive success over the Greeks and the Persians alike. Homer, Herodotus and Thucydides will be read extensively, as will the Alexander historians. Students knowing Greek or Latin will report to the class on untranslated primary sources.

EXTENT: Homer through Alexander, with only incidental treatment of naval history, but with ample treatment of weapons, organization, planning, battles, and war aims, ca. 700-322 BCE.

WORKLOAD: two tests assessing knowledge of works discussed in class (1/8 apiece); a short report on an item of secondary literature leading to a 10-page term paper due on the day of the final (3/8) and a final (3/8).

ASSIGNMENTS: all items in the Lesson Plan that are primary sources are required. Secondary sources that are asterisked are also required. Other items are optional. E.g., in the classes on 8/29 and 8/31, the primary source Iliad 1-17 is required. Secondary sources CH*** and Van Wees 1982* are also required, but Snodgrass is optional. CH has 3 asterisks because it is usually most important secondary source; works with 2 asterisks come next; with 1 asterisk, third.

HONORS component: This course requires that students become familiar with three of the most important Greek historical sources (and thus three of the most important Greek authors): Homer, Herodotus, and Thucydides, plus the main authors for the life and times of Alexander the Great. It is a humanities curriculum in miniature, and it is correspondingly difficult yet rewarding. It is ideal for honors students.

CROSSLISTED WITH HIST 422H.

PHILOSOPHY

PHIL 110H.001 | Introduction to Philosophy: Great Works

TR, 12:30PM – 1:45PM. Instructor(s): Alan Nelson. Enrollment = 24.

An examination of philosophical thinking about erotic and romantic love based on great books and films by such authors as Plato, Shakespeare, Proust, Woolf, and Akerman.

Alan Nelson works primarily in early modern philosophy.  This year he is teaching a graduate course on Spinoza and another on Wittgenstein.  In recent years, Nelson  has directed dissertations on Leibniz, Spinoza, Newton, Berkeley, Hume, Mental Causation, Descartes, and Locke.

PHIL 145H.001 | Language and Communication

TR, 2:00PM – 3:15PM. Instructor(s): Dean Pettit. Enrollment = 14.

Is language unique to human beings? Noam Chomsky has famously argued that humans possess an innate language faculty that is unique to humans and part of our genetic endowment as a species. Steven Pinker puts this by saying that human beings have an innate language instinct. Support for Chomsky’s thesis derives from roughly half century of research in linguistic theory, research which suggests that human language employs cognitive structures without precedent in the (non-human) animal world. Yet there has been considerable scholarly debate about these claims, and great deal of work has gone into trying to evaluate them. Importantly, a great deal of research has been done with animals (notably chimps and parrots) to evaluate their ability to learn language. There has also been a recent explosion of research into the forms of communication animals employ in the wild. This raises a number of issues. Are any animals capable of learning some form of human language? Do any animal communication systems constitute a language in their own right? If language is a uniquely human capacity without precedent, even among our closest evolutionary kin, then how is it possible for this capacity to have evolved in us?

This course will explore these issues and survey the recent research in this area. The course consists of three major topics. The first part will introduce students to the fundamentals of linguistic theory, which provides the basis for Chomsky’s thesis that language is a uniquely human capacity. The second part examines the phenomenon of animal communication and explores how it differs from human language. The last part of the course will explore the evolutionary origins of language (the question of how language could have evolved in us), examining some of the exciting recent work in this area.

CROSSLISTED WITH LING 145H.

Dean Pettit has research interests in the philosophy of language, philosophy of linguistics and epistemology.  He is currently working on various projects that bring linguistics to bear on philosophical issues. This includes work on the semantics of ‘good’, the semantics of quantifiers and vague names. He also works on issues about linguistic competence and the epistemology of language. Sample publications: “On the Epistemology and Psychology of Speech Comprehension,” The Baltic International Yearbook (2010); “The Pervasive Impact of Moral Judgment,” with Josh Knobe, Mind and Language (2009);  “Why Knowledge is Unnecessary for Understanding Language,” Mind (2002).

PHIL 210H.001 | Ancient Greek Philosophy

MW, 11:15AM – 12:30PM. Instructor(s): David Reeve. Enrollment = 24.

In this course we will explore the development of ancient Greek thought from its beginnings in the 6th century BCE down to the end of the classical period. The major figures studied will be the Presocratic philosophers, Socrates, Plato, and Aristotle.

Most of my books are on Plato and Aristotle, with frequent asides on film, and on love and sex.

POLITICAL SCIENCE

POLI 100H.001 | Introduction to Government in the United States

TR, 12:30PM – 1:45PM. Instructor(s): Sarah Treul Roberts. Enrollment = 24.

An introductory course designed to explain the basic processes and issues of the American political system. The course explores the nation’s founding, the primary political institutions in the United States—the legislative, judicial, and executive branches—, and concludes by examining mass political behavior. Here we focus on elections, campaigns, voting behavior, and public opinion.

My primary teaching and research interests are American political institutions, the U.S. Congress, and elections. I am interested in the role institutional features play in decision making of individuals.

POLI 130H.001 | Introduction to Comparative Political Behavior

MW, 2:30PM – 3:45PM. Instructor(s): Rahsaan Maxwell. Enrollment = 24.

Political behavior is the study of attitudes, ideology, and engagement with the government. This covers a wide range of issues and questions. For example, why are some individuals more likely than others to support specific policies? How do we understand the connection between individual voters and political parties? What makes an individual more or less likely to vote? When and where are broad social movements, wars, rebellions and revolutions most likely to occur? Comparative political behavior is the study of how all these phenomena operate across nations and regions with different institutional and cultural environments.

Rahsaan Maxwell is an Associate Professor in the Department of Political Science at the University of North Carolina, Chapel Hill. His research explores the politics of racial, ethnic, religious, and immigrant-origin minorities, often focusing on Western Europe. He has examined numerous issues including minority political attitudes, identity, representation, and acceptance in mainstream society.

POLI 150H.001 | International Relations and World Politics

TR, 9:30AM – 10:45AM. Instructor(s): Mark Crescenzi. Enrollment = 24.

This course introduces you to world politics from a logical, social scientific perspective. The substantive goal is to understand why and how political actors in the international arena make the decisions.  Why do nations fight? Why do they cooperate, economically and politically? How can we understand the mechanisms that encourage cooperation over conflict in world politics?

This course does not simply inform you of how others have studied problems in world politics. Rather, the intent is to demonstrate how theories of world politics can be constructed and applied, and, in turn, to have you engage in this process of application.  There are several options of theoretical focus for such a course. In this course the basic perspective is rationalist, a powerful but imperfect set of assumptions about human behavior.  As we learn about the mechanics of international relations, we will also examine the strengths and weaknesses of rational choice. The expectation is that you will master this approach even if you are critical of the core assumptions.

I am a Professor and the Chair of the Department of Political Science at the University of North Carolina at Chapel Hill. I earned my B.A. degree from the University of California at Irvine in 1993 and my Ph.D. from the University of Illinois at Urbana-Champaign in 2000. I teach undergraduate and graduate courses in International Relations, including Introductory International Relations, International Conflict Processes and Conflict Resolution. You can find links to syllabi for these courses in the Teaching section of my website.

POLI 208H. | Political Parties

TR, 3:30PM – 4:45PM. Instructor(s): Marc Hetherington. Enrollment = 24.

It was only a couple decades ago that political scientists and pundits argued that political parties were all but lifeless. Democrats and Republicans in Congress voted together on a range of issues, obscuring the ideological differences between the parties. Perhaps as a consequence, Americans did not identify with parties strongly. Scholars and journalists interpreted these developments as signs of party in decline. This suggested trouble to many, given that parties have traditionally been the institutions most adept at organizing and channeling conflict in American politics.

Talk of the problems associated with party polarization has replaced talk of the problems associated with party decline these days. Parties are resurgent on all levels. The national party organizations are in better financial shape than ever before. The parties in Congress pursue ideologically distinct policies, making it easy for ordinary Americans to distinguish between them. And, although the public still claims to dislike parties, ordinary Americans are identifying more closely with them than they have since the 1950s. In fact, the presidential elections of the 21st Century appear to feature the highest levels of partisan voting since at least the late 19th Century, before the adoption of the secret ballot.

The scholars who decades ago longed for stronger parties might have welcomed these changes. But party resurgence has proved to be a double-edged sword at best. It is true that political parties facilitate cooperation across the many levels and branches of government in our federal system. They provide the continuity necessary to allow a political system rigged against change to operate. They allow ordinary people who don’t care much about politics the ability to hold politicians responsible for successes and failures. By their size, scope, and inclusiveness, they also allow citizens greater access to the political process.

But it is hard to see political parties these days in a particularly good light. Many people see them as undermining the political process in certain respects. The parties in Washington no longer work together on much of anything. Partisan warfare has rarely, if ever, been more problematic. For example, the use of anti-majoritarian measures like the filibuster has never been more popular. And mass partisans of one stripe seemingly fail to understand how people on the other side of the partisan divide see the world.

It is in this context that we will learn about the American party system. Why do party leaders make the decisions they make? Why do voters follow leaders’ cues? Is there any way to overcome the partisan gridlock that appears to be undermining good governance? These are the questions that will occupy us throughout the course of the term.

POLI 238H.001 | Contemporary Latin American Politics

TR, 5:00PM – 6:15PM. Instructor(s): Evelyne Huber. Enrollment = 24.

This course provides an overview of major topics in the study of Latin American politics. It is aimed at students with a desire to understand how Latin American societies and governments are organized, what the major problems are that these societies are facing, and what accounts for different outcomes from the point of view of the welfare of citizens. We shall examine both common traits in the region’s history, culture, and economic, political, and social structures, and important differences between countries in these dimensions. We shall gain an understanding of the diversity of national experiences and a somewhat deeper knowledge of a few select cases: Argentina, Brazil, Chile, Uruguay, and Costa Rica.

Evelyne Huber, Morehead Alumni Distinguished Professor in Political Scence, works on problems of development, democratization, and welfare states in Latin America and Europe. Her most recent books, co-authored with John D. Stephens and published by the University of Chicago Press, are entitled Development and Crisis of the Welfare State: Parties and Policies in Global Markets (2001) and Democracy and the Left: Social Policy and Inequality in Latin America (2012).

POLI 255H.001 | International Migration

TR, 3:30PM – 6:00PM. Instructor(s): Niklaus Steiner. Enrollment = 21.

While the global movement of products, services, ideas, and information is increasingly free, the movement of people across borders remains tightly controlled.  This control over international migration is a highly contested issue, and it is complicated by the fact that never before have so many people had the ability to move from one country to another while at the same time governments have never had so much power to control such movement.  This class explores the moral, economic, political, and cultural dimensions of this movement across international frontiers.  The class will be based on discussions (as opposed to lectures) and we will tackle a diversity of questions such as:  Do we have an obligation to let poor people into our rich country?  How do foreigners affect national identity?  How should citizenship be allocated?  Should NAFTA open its borders like the EU has?  We will pay particular attention to the distinction between migrants who move voluntarily (immigrants) and those who are forced to flee (refugees) – is this an important distinction to make and does one group deserve admission more than the other?

No prior knowledge or experience is needed; instead, students need to be ready to dig deep into all sides of migration issues through reading, writing and discussion.

FIRST YEAR STUDENTS MUST OBTAIN INSTRUCTOR PERMISSION (nsteiner@unc.edu).

Niklaus Steiner is the Director of the Center for Global Initiatives at the University of North Carolina – Chapel Hill. A native of Switzerland who moved to the U.S. in his youth, Steiner has had the good fortune of moving between cultures all his life, and this experience shapes his academic focus. Steiner earned a B.A. with Highest Honors in International Studies at the University of North Carolina – Chapel Hill and a Ph.D. in Political Science at Northwestern University. His research and teaching interests include migration, refugees, nationalism, and citizenship.

POLI 433H.001 | Politics of the European Union

TR, 5:00PM – 6:15PM. Instructor(s): Gary Marks. Enrollment = 24.

This course engages the European Union and the political causes and consequences of the economic crisis. What kind of polity is emerging at the European level? How is European integration contested? Is European integration the beginning of the end of the national state in western Europe, or will states harness the process within their current institutional structures? In this class, students will have an opportunity to think through the character and dynamics of European integration and the current economic crisis by reading speeches of contemporaries, evaluating alternative theories of European integration, and by using a variety of additional resources.

This course has a double purpose: to think critically about one of the world’s most important experiments in governance–the European Union and to gain an understanding of the sources of politics and government.

The first part of the course will discuss the emergence of multilevel governance in Europe, its institutional framework, the surprising empowerment of the European Parliament and the European Court of Justice, the impact of enlargement and the implications for democracy in Europe.

The second part of the seminar will focus on the comparative context of which the EU is a part. How does the centralization of authority in the European Union fit with the decentralization of authority in regional governments. How does the European Union compare with other large polities that were created in European history? And how does the European Union compare with other international organizations such as the United Nations, NAFTA, the African Union, or Mercosur?

Gary Marks is Burton Craige Distinguished Professor of Political Science at UNC-Chapel Hill. He was educated in England and received his Ph.D. from Stanford University. In 2010 he was awarded a Humboldt Research Prize for his contributions to political science. He co-founded the UNC Center for European Studies and EU Center of Excellence in 1994 and 1998, respectively, and served as Director until 2006. Marks has had fellowships and visiting professorships at Oxford University, the Free University of Amsterdam, the Free University of Berlin, the Hanse Wissenschaftskolleg, Pompeu Fabra, the Institute for Advanced Studies Vienna, Sciences Po, Konstanz University, McMaster University, the University of Twente, and was National Fellow at the Hoover Institution. His teaching and research are chiefly in comparative politics and multilevel governance. His books include Multi-Level Governance and European Integration (2001); It Didn’t Happen Here: Why Socialism Failed in the United States (2001); European Integration and Political Conflict (2004); The Rise of Regional Authority (2010); Measuring Regional Authority (2016) and Community, Scale, and Regional Governance (2016).

 

PUBLIC POLICY

PLCY 110H.001 | Global Policy Issues

TR, 8:00AM – 9:15AM. Instructor(s): Brigitte Zimmerman. Enrollment = 24.

Global issues are challenging to address because their sources, impacts, and solutions extend beyond the borders of any one country and often require multilateral and collaborative responses. This course will introduce students to a number of current pressing global issues – including migration and refugees, humanitarian intervention, globalization, poverty and climate change. Students will learn about these issues through lectures, assigned readings, individual research, class discussions, and in-class exercises. Emphasis will be placed on developing students’ ability to understand and critically evaluate the causes and consequences of global policy problems, and to assess potential policy responses and the prospects for their success.

Dr. Brigitte Seim is a scholar of comparative politics, focusing on the political economy of development. Her research agenda examines the relationship between citizens and political officials, with a particular emphasis on accountability in consolidating democracies.  She obtained her PhD in Political Science from the University of California, San Diego in August of 2014. For the 2014-2015 academic year, she was a Post-Doctoral Research Fellow with the Varieties of Democracy (V-Dem) Project and joined the faculty of the University of North Carolina, Chapel Hill as an Assistant Professor in the Department of Public Policy and Peter Thacher Grauer Fellow in 2015.

PLCY 210H.001 | Policy Innovation and Analysis

TR, 9:30AM – 10:45AM. Instructor(s): Steven Hemelt. Enrollment = 24.

This course will introduce students to public policy as a discipline and the policy analysis process. We will review the core steps, theories, and tools of the policy process, provide practice applying these tools, and encourage the evaluation of effectiveness of different policy alternatives. The process involves defining a public problem and understanding stakeholders and their priorities; collecting data and describing public problems with quantitative data; understanding market failures and other rationales for government involvement; selecting criteria relevant for decision-making; constructing policy alternatives; evaluating the different alternatives against the stated policy criteria; and making and communicating a recommendation. This is a research-based and communication-intensive course, which requires the completion of a policy brief in several, iterative steps.

PLCY 220H.001 | The Politics of Public Policy

TR, 2:00PM – 3:15PM. Instructor(s): Rebecca Kreitzer. Enrollment = 24.

One of the primary purposes of government is to serve the public good by developing and executing policies that benefit society as a whole. However, the process of determining what is best for society often generates debates and controversy. The first is to provide a framework for analyzing and understanding the politics of public policy formation. In order to do this, we will delve into analyzing the levers of power—that is to say, the sources, distribution, manifestation, uses, abuses, limitations, and ramifications of power—in order to answer questions such as: What are the organizations, institutions and policy actors (formal and informal) that motivate and shape public policy? How and why do certain issues reach the policy agenda? Why do some policies and issues fail to reach the policy agenda? What gets in the way of good public policy ? When are we likely to see major changes in public policies ? Using a combination of academic research, new articles and contemporary policy debates, students will leave the class with a new understanding of how the political process shapes the policies we have today.

Rebecca Kreitzer is an Assistant Professor of Public Policy at University of North Carolina at Chapel Hill. She earned a BA in Chinese and Political Science from Macalester College, and her MA and Ph.D. in Political Science from the University of Iowa. Her research explores questions of public opinion, interest groups, representation, policy feedback and policy diffusion in the states, with an area of expertise in gender and sexuality policy. 

PLCY 340H.001 | Justice in Public Policy

MW, 3:35PM – 4:50PM. Instructor(s): Douglas MacKay. Enrollment = 24.

To paraphrase the American political philosopher John Rawls, justice is the first virtue of public policy. No matter how efficient or well arranged, laws and institutions must be abolished if they are unjust. Accordingly, some of the most basic questions of public policy are questions of justice: what goals should the government aim to realize? What means may it adopt to realize those goals? In this course, we examine the most prominent theoretical approaches to these questions: utilitarianism, contractualism, and rights-based views. We shall aim to determine whether governments should maximize individual welfare, or whether the proper role of government is to respect and protect the rights of its citizens. We shall also employ these theoretical frameworks to think through pressing contemporary policy problems, which may include economic justice and the design of welfare policy, the ethics of climate change, justice in immigration, the moral limits of markets, the role of religion in politics, and the ethics of whistle-blowing.

Douglas MacKay holds a PhD in Philosophy from the University of Toronto. Prior to joining the Department of Public Policy on July 1, 2013, he completed a post-doctoral fellowship in the Department of Bioethics at the National Institutes of Health. He is a Canadian citizen and grew up in northern British Columbia. MacKay’s research and teaching interests concern questions at the intersection of justice and public policy. He is currently working on projects concerning the justice of economic inequality – both domestic and global; the ethics of immigration policy; the ethics of biomedical and policy research; and the ethics of health and welfare policy.

PLCY 475H.001 | Political Economy of Food

TR, 9:30AM – 10:45AM. Instructor(s): Pamela Jagger. Enrollment = 12.

This course examines the economic and political dimensions of food and farming with a focus on public policies that influence how we produce, process, transport, market and consume food. We consider the social, health, environmental and ethical issues surrounding the current political economy of food in local and global perspective.
This semester we’ll strive to answer the following questions:

  • What is the current state of food and agriculture?
  • How do demographic changes influence global supply and demand for food?
  • What role do subsidies and trade policy play in shaping the global supply and demand for food?
  • Who governs food and agriculture locally and globally?
  • What technological options there are for solving the problem of feeding the global population?
  • How have the agribusiness, fast food, and supermarket industries shaped public policy discourse and consumer behavior?
  • Why do we observe the paradox of hunger and obesity in local and global contexts?
  • Does being a vegetarian, eating local, eating organic, eating slow food catalyze policy change?
  • How can we sustain current food supply given the constraints imposed by environmental degradation, water scarcity and climate change?

We will give concerted attention to three kinds of discourse focused on the political economy of food:

  • The analytical discourse of scientists (agricultural, social, environmental etc.) whose research contributes to solving food centered public policy problems;
  • The cost-benefit analysis of policy makers charged with making decisions about how to manage local, national andglobal food systems; and
  • Public advocacy narratives used to influence policy and consumers.

CROSSLISTED WITH ENEC 475H.

RELIGIOUS STUDIES

RELI 248H.001 | Introduction to American Islam

TR, 12:30PM – 1:45PM . Instructor(s): Juliane Hammer. Enrollment = 24.

This course provides an introduction to the presence of Muslims in the United States through both historical and thematic inquiry. We start with a historical survey spanning African Muslim slaves brought to the Americas in the antebellum period to the 2017 Muslim Bans by the US government. We then explore American Muslim communal and demographic diversity, political and civic organizations, political participation, religious practices as well as family, education, knowledge production and cultural diversity. Special attention will be paid to questions of gender, race, and citizenship, as well as to issues of religious authority and authenticity. The course engages diverse materials within the contexts of both American religious history and Islam as a global tradition.

Juliane Hammer is associate professor and Kenan Rifai Scholar of Islamic Studies in the Department of Religious Studies at UNC. Hammer previously taught at Elon University, the University of North Carolina at Charlotte, Princeton University, and George Mason University. She specializes in the study of American Muslims, contemporary Muslim thought, women and gender in Islam, and Sufism, gender, marriage, and sexuality in religious traditions. Her publications include Palestinians Born in Exile: Diaspora and the Search for a Homeland (University of Texas Press, 2005) and American Muslim Women, Religious Authority, and Activism: More Than a Prayer (University of Texas Press, 2012). Her next book, Peaceful Families: American Muslim Efforts against Domestic Violence is forthcoming. She is also the co-editor (with Omid Safi) of the Cambridge Companion to American Islam (2013).

RELI 420H.001 | Post-Holocaust Ethics and Theology

M, 3:35PM – 6:25PM. Instructor(s): Andrea Dara Cooper. Enrollment = 20.

This course examines the challenges posed to ethics and theology by the Holocaust. We will consider the collapse of traditional ethical approaches from a global and comparative context following the extermination of Jews in Europe during World War II. Philosophical and theological issues to be addressed include the problem of evil, divine omnipotence, theodicy, human animality, representation, and an ethics of memory.

CROSSLISTD WITH JWST 420H.

Dr. Andrea Dara Cooper is an Assistant Professor in the Department of Religious Studies and the Leonard and Tobee Kaplan Fellow in Modern Jewish Thought and Culture at UNC. Dr. Cooper works at the intersection of Jewish thought, contemporary philosophy, cultural theory, and gender studies. At UNC she teaches classes on Introduction to Jewish Studies, Human Animals in Ethics and Religion, Modern Jewish Thought, and Post-Holocaust Ethics and Theology.

RELI 542H.001 | Religion and the Counterculture

TR, 5:00PM – 6:15PM. Instructor(s): Yaakov Ariel. Enrollment = 24.

The course explores the countercultural scene of the 1960s-1970s and the changes it introduced in American life, art and faith. It will look at the mutual influences of the counterculture and the American religious scene and will examine the interaction between countercultural values and ways and religious groups, ideas and practices, as well as the changing relationship between American spirituality and society.

A graduate of the University of Chicago, Ariel major research interests include: Protestant Christianity and its relation to Judaism, Jews and Israel, as well as Christian and Jewish forms and expressions in the late modern era and the effect of the counterculture on American life. Ariel’s book on Christian missions to the Jews won the Albert C. Outler Prize of the American Society of Church History.

SPANISH

SPAN 255H.001 | Conversation I

Section 001…MWF, 1:25PM – 2:15PM. Instructor(s): . Enrollment = 11.
Section 002…MWF, 1:25PM – 2:15PM. Instructor(s): . Enrollment = 9.

Spanish 255 Honors is a fifth-semester Spanish Conversation that will take students of Intermediate Spanish to a higher level of communicative competence in the language through the use of authentic input and the study of linguistic features necessary to understand and make oneself understood in a wide variety of real-life situations. The class works with a Course Correspondent abroad, one of our students in the UNC Seville program, who will be bringing highlights of that experience into our class in Chapel Hill.  Spanish 255 Honors is designed to prepare non-native students for advanced study in Spanish, and is particularly recommend for those planning to study abroad.

SECTION 001: REGISTRATION LIMITED TO MEMBERS OF HONORS CAROLINA; OUTSTANDING PERFORMANCE IN SPAN 204 OR EQUIVALENT IS REQUIRED.

SECTION 002: OUTSTANDING PERFORMANCE IN SPAN 204 OR EQUIVALENT. STUDENTS MUST OBTAIN RECOMMENDATION FORM FROM THEIR CURRENT FOREIGN LANGUAGE INSTRUCTOR AND DELIVER IT IN PERSON TO THE DEPARTMENT OF ROMANCE LANGUAGES.