WINTER QUARTER

winter seminars
Essays must be submitted online at vcais.stanford.edu

I appreciate my Stanford education so much more because of IntroSems. Taking them really changed my life in terms of what I want to do with my future.

Addendum New Courses for Winter Quarter, 2014

ENVIRONMENTAL EARTH SYSTEMS SCIENCE (EESS) 38N | 3 UNITS | CROSSLISTED: GEOLOGICAL AND ENVIRONMENTAL SCIENCES (GES) 38N, EARTH SYSTEMS 38N The Worst Journey in the World: The Science, Literature, and History of Polar Exploration
This course examines the motivations and experiences of polar explorers under the harshest conditions on Earth, as well as the chronicles of their explorations and hardships, dating to the 1500's for the Arctic and the 1700's for the Antarctic. Materials include The Worst Journey in the World by Apsley Cherry-Garrard who in 1911 participated in a midwinter Antarctic sledging trip to recover emperor penguin eggs. There will be an optional field trip into the high Sierra in March. Robert Dunbar joined the Stanford faculty in 1997 after teaching for 16 years at Rice, where he also served as an undergraduate college master. He received his Ph.D. in oceanography from the Scripps Institution of Oceanography at UC-San Diego in 1981. He currently works on research projects in East Africa, Bolivia, Galapagos, and Antarctica. Common themes in his work include air-sea gas exchange, history of oceanatmosphere circulation, and response of marine ecosystems to climate variability. He typically employs several Stanford undergraduates in his laboratory and encourages undergraduate participation in his field programs.

PEDIATRICS (PEDS) 50N | 3 UNITS | Translating Science to Disease

This seminar investigates 1) how scientific research informs how physicians take care of patients and 2) how clinical research informs how we conduct scientific experiments. Overall we will discuss how these two processes have improved health and have resulted in innovation and scientific progress. The course draws from specific human disease areas in allergy and immunology that affect both all ages of patients throughout the world, like food allergy. Students learn scientific concepts of research that helped in the discovery of novel diagnostics and treatment of disease. We will discuss the ethical roles of physicians and scientists in conducting translational research in human disease. The course is aimed at any students interested in medicine, health policy, molecular/cellular biology, and public health; however the course is open to all students. Students will have hands on experiences in clinic and in the laboratory. Kari Nadeau is Associate Professor of Allergy and Immunology at Stanford Medical School. She leads translational research and clinical studies at Packard Children's/Stanford Hospital, and directs the Nadeau Laboratory at Stanford. Her medical research and clinical practice, in addition to her accomplishments in drug development in the biotech industry, have given her the tools to manage the complex web of food allergy research. Dr. Nadeau studies the mechanisms involved in food allergies to better understand how to prevent and cure the disease. She has led many clinical research studies of food allergic disorders.

RELIGIOUS STUDIES (RELIGST) 13Q | 3 UNITS | Mystical Journeys: Beyond Knowing and Reason
Prerequisite: completion of PWR1. The course will take up the question of what makes a mystic a mystic. Why do we call someone a mystic? Is there such a thing as mystical experience? Do experiences make a mystic? Do beliefs? Practices? Many religious traditions have records of visionaries whose lives and writings open windows on the more hidden and aspirational aspects of belief and practice. These writings take many forms: poems, letters, teachings, and accounts of visions, which we will cover in the quarter. Our readings will cover a cross-section of texts taken from Christian, Jewish, Muslim, Buddhist, and Native American sources. The main requirement for the course will be a 10-page research paper, discussed in draft form during the last week of classes and due in final form in finals week. There will be a series of assignments and consultations leading up to this draft in preparation for the writing. Students will also pair up to do joint 10- to 15-minute reports to the class on assigned topics. Activities will include a visit to the rare books collection in the library and the viewing of films such as Vision, Joan of Arc, and Brother Sun, Sister Moon. This course fulfills the second-level Writing and Rhetoric Requirement (Write-2) and emphasizes oral and multimedia presentation. Hester Gelber received her undergraduate degree from Cornell and her Ph.D. from Wisconsin. She is a professor in the Religious Studies Department, where she has taught since 1982. She specializes in courses dealing with the religious culture of Europe in the Middle Ages. Her courses include Francis of Assisi; Sex, Body, and Gender in Medieval Religion; and Philosophy of Religion. She has been a resident fellow in Twain and Castao, and taught at the Stanford overseas center in Oxford. She has two sons (a musician and an architect) and a granddaughter who loves gymnastics. She lives in Palo Alto.

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ANTHROPOLOGY (ANTHRO) 28N | 3-5 UNITS |

Secularism and Its Critics

ART AND ART HISTORY (ARTHIST) 160N | 3-5 UNITS | CROSSLISTED: ENGLISH (ENGLISH) 51N

ecularismthe separation of religion and politicsis often taken to be a necessary prerequisite for democracy in the modern world, and it is commonly written into constitutions as a fundamental priority. Yet, around the world, growing numbers of religious movements have sought to dispute the legitimacy of secularism. Social scientists, including anthropologists, are beginning to research the forms of domination and political violence that have been justified in the name of secularism. This course seeks to make sense of this global debate about secularism through an anthropological perspective. As anthropologists might study culture, religion, or kinship, we will interrogate secularism as a comparative social artifact, constituted by historically-specific repertoires of signs, identities, everyday practices, and institutional powers. The course focuses on case studies in the United States, Western Europe, the Middle East, and South Asia. Kabir Tambar is a cultural anthropologist whose research focuses on the modern Middle East and Islam. He conducts fieldwork in Turkey, where he studies transformations in modern political identities, particularly those associated with secularism and nationalism. He is currently completing a book that focuses on the efforts of a Muslim minority in Turkey, known as the Alevi, to challenge nationalist conceptions of citizenship. The book also explores how the Turkish state, which is commonly understood to be aggressively secularist, has sought to regulate and monitor expressions of religious difference. Tambar has written essays about the social and political significance of emotion and the role of historical knowledge in current debates about democratic citizenship.

The Sisters: Poetry and Painting

oetry and painting have often been called the sister arts. Why? Sometimes a poem or a painting stands out to us, asking that we stay with it, that we remember it, although we cannot exactly say why. Poems have a way of making pictures in the mind, and paintings turn rhymes amid the people, places, and things they portray. Each is a concentrated world, inviting an exhilarating closeness of response: Why does this line come first? Why does the artist include that detail? Who knows but that as we write and talk about these poems and pictures we will be doing what John Keats said a painter does: that is, arriving at a trembling delicate and snail-horn perception of Beauty. Each week we will explore the kinship between a different pair of painters and poets, and also focus on a particular problem or method of interpretation. Some of the artist/poet combinations we will consider: Shakespeare and Caravaggio; Jorie Graham and the photographer Henri Cartier-Bresson; Alexander Pope and Thomas Gainsborough; William Wordsworth and Caspar David Friedrich; Christina Rossetti and Mary Cassatt; Walt Whitman and Thomas Eakins; Thomas Hardy and Edward Hopper. Alexander Nemerov is the Carl and Marilynn Thoma Provostial Professor in the Arts and Humanities. A scholar of American art, he writes about the presence of art, the recollection of the past, and the importance of the humanities in our lives today. Committed to teaching history of art more broadly as well as topics in American visual culturethe history of American photography, for examplehe is a noted writer and speaker on the arts. His most recent books are To Make a World: George Ault and 1940s America (2011), the catalogue to the exhibition of the same title he curated at the Smithsonian American Art Museum, and Acting in the Night: Macbeth and the Places of the Civil War (2010). His newest book is Wartime Kiss: Visions of the Moment in the 1940s (2012). Nicholas Jenkins teaches modern poetry in the English Department at Stanford, and he is the faculty director of the universitys Program in Writing and Rhetoric. His book, The Island: W. H. Auden and the Regeneration of England, is forthcoming in 2014. Jenkins is general editor of the translation series Facing Pages and coeditor of the Auden Studies series. He has written for the New Yorker, the TLS, the New Republic, the London Review of Books, the New York Times Book Review, and the Yale Review. Kindred Britain, his digital humanities website, launched in summer 2013.

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ART AND ART HISTORY (ARTSTUD) 130N | 3 UNITS |

BIOLOGY (BIO) 7N | 3 UNITS |

Introduction to Art Practice

Conservation Photography

his hands-on introduction course will expose you to formal and conceptual visual strategies in expression, through diverse artistic mediums that may include drawing, digital media, printmaking, photography, performance, and sculpture. This seminar is meant to give you an overview of many of the mediums and facilities that are available in the Art Practice program. Field trips to art galleries, museums, or artist studios, as well as visits from guest artists, will supplement this seminar.

hat is conservation photography? One might define it as nature photography with a mission. Conservation photographers photograph the natural world, animals, and plants, and the people that threaten, protect, or study wildlife and ecosystemsall with the goal of advocating for specific conservation outcomes.

Terry Berlier is an assistant professor in the Department of Art and Art History. She is an interdisciplinary artist who works primarily with sculpture and expanded media. Her work is often kinetic, interactive, and/or sound-based, and focuses on everyday objects, the environment, ideas of nonplace/place, and queer practice. She has exhibited in solo and group shows both nationally and internationally including the Contemporary Jewish Museum of San Francisco, Catherine Clark Gallery, Babel Gallery in Norway, Richard L. Nelson Gallery at Davis, the Center for Contemporary Art in Sacramento, Kala Art Institute Gallery in Berkeley, San Francisco Arts Commission Gallery, Natural Balance in Girona Spain and FemArt Mostra DArt De Dones in Barcelona, Spain. Her work has been reviewed in the BBC News Magazine, San Francisco Chronicle, and in the book Seeing Gertrude Stein, published by University of California Press. Her work is in several collections including the Progressive Corporation in Cleveland, Ohio; Kala Art Institute in Berkeley, Calif., and Bildwechsel Archive in Berlin, Germany. She has received numerous residencies and grants including the Center for Cultural Innovation; Zellerbach Foundation Berkeley; Arts Council Silicon Valley Artist Fellowship; Michelle R. Clayman Institute for Gender Research Fellow at Stanford University; Recology San Francisco; Hungarian Multicultural Center in Budapest, Hungary; Exploratorium: Museum of Science, Art, and Human Perception in San Francisco; Arts Council Silicon Valley Artist Fellowship; California Council for Humanities California Stories Fund; and the Millay Colony for Artists. She received an M.F.A. in studio art from UC Davis, and a B.F.A. from Miami University in Oxford, Ohio.

The purpose of this course is to provide an in-depth account of the emerging genre of conservation photography while simultaneously examining the strategic use of visual communication in the environmental arena (see the online video at vimeo.com/18368565). The course will introduce students to the use of digital SLR cameras and digital image processing. We will examine conservation photography from its historical roots through its current manifestations in todays environmentally active climate. Relevant conservation issues affecting society will be analyzed through specific case studies accompanied by multimedia platforms including images, video, and audio. Both theoretical concepts and applied photographic techniques will be discussed during lectures, tutorials, demonstrations, and field trips. Students will create new photographic work that explores individual interests and culminates in group projects that highlight visual storytelling. Susan McConnell is the Susan B. Ford Professor in the Department of Biology. The research in her laboratory explores the mechanisms by which neural circuits are established during mammalian brain development. She is a member of the National Academy of Sciences, and her teaching has been recognized by the Walter J. Gores Award for Excellence in Teaching. Sues interest in the brain is an outgrowth of a lifelong fascination with animal behavior, which also led her to delve deeply into wildlife photography. Although she has worried that an obsession with getting the picture causes one to lose sight of the rewards of direct experience, Sue has realized that when shes behind the lens, she feels absolutely and fully engaged with observing and predicting animal behavior. Telling stories about wildlife is best accomplished through a series of images that explore a subject and its relationships to the people who study, protect, live with, or exploit that species. Sue is particularly interested in scientific studies of animal behavior in the field and in the depiction of animal emotions. Her photographs have been published in Smithsonian Magazine, Outdoor Photographer, and other magazines. You can view her photos at: susankmcconnell.com

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CHEMISTRY (CHEM) 27N | 2-3 UNITS |

CIVIL AND ENVIRONMENTAL ENGINEERING (CEE) 29N | 4 UNITS |

Light and Life

Prerequisites: CHEM 31A or 31X (or advanced placement credit for 31X) preferred but not required.

Managing Natural Disaster Risk

ight plays a central role in many biological processes. In this course, we will discuss the nature of light, how it is measured, how it is generated in the laboratory, how molecules are excited, and the fate of this excitation in biological chromophores. Then we will spend 12 weeks each on the following: photosynthesis, vision, blue-light receptors, green fluorescent protein and modern imaging methods, semi-synthetic systems that use light to trigger biological processes; that is, make processes that are normally not light-driven into light-triggered events. We will take a chemical perspective on the molecules that absorb and emit light in biological systems, focusing on the primary light-driven processes of electron transfer, proton transfer, energy transfer, and isomerization. Steven Boxer is the Camille and Henry Dreyfus Professor of Chemistry. He works in the broad area of biophysical chemistry. A fair fraction of his work relates to photosynthesis and green fluorescent protein, both in terms of fundamentals and applications in solar energy and biotechnology.

atural disasters arise from the interaction of natural processes, such as earthquakes or floods, with human development that suffers safety-related and economic losses. We cannot predict exactly when those disasters will occur, or prevent them entirely, but we have a number of engineering and policy options that can reduce the impacts of such events. In this seminar we will study natural disasters and how we have improved our ability to withstand disasters at the same time as we increasingly put ourselves in harms way. We will survey topics in engineering, science, and policy that help us understand and minimize our risk. We will study historical disasters notable for their consequences or the role they played in advancing our ability to manage risk. Basic tools of probability will be introduced to help quantify uncertainties in the future occurrence and consequences of disasters, and the role of professional engineering societies, building codes, and the insurance industry will be investigated. You will have the opportunity to apply the course concepts to a region of the world of your choosing, and prepare an analysis and presentation of key problems, current risk management activities, and opportunities for further reducing risk.

FRESHMAN

Jack Baker joined Stanford in 2006 from the Swiss Federal Institute of Technology (ETH Zurich), where he was a visiting researcher in the Department of Structural Engineering. He received his Ph.D. in Structural Engineering from Stanford, where he also earned M.S. degrees in Statistics and Structural Engineering. He earned his Bachelor of Arts degree in Mathematics/Physics from Whitman College. His research focuses on the development and use of probabilistic and statistical tools for managing risk due to extreme loads on the built environment. He has investigated seismic loads on spatially distributed systems such as highway networks, quantifying hazards from earthquake ground shaking, predicting performance of damaged infrastructure systems, and probabilistic risk assessments of a number of types of structures. He has industry experience in seismic hazard assessment, probabilistic risk assessments of important facilities, and modeling of catastrophe losses for insurance and reinsurance companies.

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CIVIL AND ENVIRONMENTAL ENGINEERING (CEE) 48N | 3 UNITS |

CLASSICS (CLASSGEN) 61N | 3-5 UNITS |

Managing Complex, Global Projects

Classical California

any important strategic initiatives of businesses, governments,and nonprofits fail because they are not well planned and executed. This freshman seminar highlights the challenges associated with planning and executing complex and challenging global projects in private, governmental, and nonprofit/NGO settings; it teaches organization and project management theory, methods, and tools to optimize the design of work processes and organizations in order to enhance complex, global project outcomes. For the final exercise in this class, student teams model and analyze the work process and organization of a real-world project team engaged in a challenging local or global project using the SimVision software developed at Stanford, and present their analysis of risks and recommendations for mitigating these risks to the subject organizations project team, and then to the class. Previous students in this class have observed, modeled, simulated, and advised project teams that include: the California High-Speed Rail project, several on-campus construction projects, a business software implementation project, a micro-lending program in Latin America, a Mexican rural public health project, and a diversification strategy by a private provider of healthy meals for school lunches to package similar foods for sale in supermarkets. Opportunities exist for CEE 48N graduates to participate in ongoing research in the Global Projects Center (see gpc.stanford.edu). In summer 2013, a class graduate is studying how Google is developing its new Mountain View campus using an Integrated Project Delivery approach that promotes sustainability Raymond Levitt is Kumagai Professor of Engineering in the Department of Civil and Environmental Engineering and served as chair of Stanfords Faculty Senate in 2012. He is director of Stanfords Global Projects Center, a senior fellow at the Woods Institute for the Environment, and academic director of the Stanford Advanced Project Management Executive Program. His research group develops new organization theory and computational models to design work processes and organizations for enterprises engaged in fast-paced, complex projects. His current research focuses on the special challenges of financing and governing privately financed and managed global infrastructure projects. He was a co-founder, and has served as a director of Design Power, Inc., Vit Corporation, and RackWise, Inc.

alifornia is home to several collections of Greek and Roman antiquities. This seminar combines visits to collections of classical art on campus with visits to San Francisco and elsewhere. These field trips will give us opportunities to learn about ancient Greek and Roman societies through their art; to trace the histories of particular collections; to gain a sense of how their narratives reflect patterns in the pasts of California and the United States; and finally, to reflect on the nature of collecting and the ethics involved. Other sites under consideration for our field trips include the Hearst Castle in San Simeon and the Getty Museum in Malibu.

Closest to home, the antiquities in the Cantor Arts Center go back to the Stanford familys own acquisitions. Today, focused collections of Greek, Roman, and Egyptian artifacts are on display, and many more are in storage. We will begin and end here, so that you can become acquainted with Stanford holdings and canvas research opportunities. On campus we shall also visit Special Collections, which owns rare books and maps with a Greco-Roman connection; and we will inspect the classical collections of San Franciscos Palace of the Legion of Honor. The building itself (1924) is an imposing example of neoclassical architecture, a 3/4 replica of the 18th-century palace of the same name in Paris. At each of our sites, students working in pairs will present on some aspects of the collection were visiting that are of special interest to them. Our visits will be interwoven with discussions of readings, as well as our critical reflections. Finally, amid current debates about heritage and cultural property, including requests from governments for the return of artifacts to their countries of origin, we shall think more broadly about the nature of the collections, and consider the ethics and law involved in collecting itself. These added dimensions may also provide you with material to focus on in your research papers. Grant Parker is an associate professor in Stanfords Classics Department. A South African by birth and training, he completed his studies at Princeton. His books include The Making of Roman India (2008) on ancient Roman perceptions of India, and Mediterranean Passages: Readings from Dido to Derrida (2009). He has written several articles on Latin literature, the history of mapping, and on classical receptions. His current research projects are on the Roman fascination with Egyptian obelisks, and on South African receptions of classical antiquity. In 2010 he was the first faculty-inresidence in BOSPs Stanford-in-Cape Town program, and became a resident fellow at Toyon Hall.

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COMMUNICATION (COMM) 130N | 3-4 UNITS |

COMPARATIVE MEDICINE (COMPMED) 81N | 3 UNITS |

The Idea of a Free Press

his seminar is an examination of the meaning of freedom of the press, tied to, but not bound by, various Supreme Court rulings on the scope and purpose of the first amendments speech and press clauses. Our discussions will include a look at the recent and rapid computerization of communication and what it portends for the future of a free press. Some of the questions we will consider: Is there a meaningful difference between freedom of speech and freedom of the press? Should the Constitution protect individual expression (speakers) or the content of expression (speech)or both? Does the first amendment favor the right to speak in public over the right to speak to the public? Is freedom of the press more of a private privilege than a public right? Is there any role for the state in affirming the importance of a free press? Should governmentsnationally, regionally, and/or locallycreate the conditions for forms of journalism that the marketplace cannot sustain? When should the right to hear trump the right to be heard? And does the ability to post information render obsolete the distinction between public and published information? You will write brief weekly responses to study questions and a term paper mapping out your own position on an important freedom-of-the-press question.

Comparative Anatomy and Physiology of Mammals

his course is an introduction to common laboratory, domestic, and exotic mammals. Using a comparative approach, we will investigate the unique adaptations of species in terms of their anatomical, physiological, and behavioral characteristics. We will study how these species interact with their own and other species, including humans. Animal dissection will be required.

Theodore Glasser is a professor in the Department of Communication. He directed Stanfords Graduate Program in Journalism for 11 years, and has served on the board of directors of The Stanford Daily Publishing Corporation since 1996. He is also on the program committee of the John S. Knight Fellowships program for midcareer journalists. He joined the Stanford faculty in 1990 after a decade at the University of Minnesota, Minneapolis. His teaching and research focus on media practices and performance, with emphasis on questions of press responsibility and accountability. He has held visiting faculty appointments in Israel, Singapore, and Finland. He lives in Palo Alto with his wife, Charlotte, who works in Green Library as the executive director of the Stanford Historical Society, and their daughter, Sarah, who attends JLS Middle School. See also comm.stanford.edu/faculty-glasser/.

Donna Bouley is professor of comparative medicine and, by courtesy, pathology. She is the director of necropsy services in the Stanford School of Medicine. She received her DVM in 1985 from the University of Tennessee, College of Veterinary Medicine, Knoxville, and worked for three years in private practice before returning to the University of Tennessee for pathology residency training. She received her Ph.D. in experimental and comparative medicine in 1995. She joined the faculty of Texas A&M College of Veterinary Medicine, became board-certified by the American College of Veterinary Pathologists, and came to Stanford in 1997. Professor Bouley is a pathologist for the research-animal facility and provides clinical services to Stanford animal users in many departments. She is a co-investigator in numerous studies with radiologists who work on MRI-guided ultrasound and cryosurgery cancer treatments, and is the primary advisor to undergraduates interested in veterinary medicine and biomedical research careers.

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COMPARATIVE STUDIES IN RACE AND ETHNICITY (CSRE) 14N | 3 UNITS | CROSSLISTED : SCHOOL OF EDUCATION (EDUC) 114N CHICANA/O-LATINA/O STUDIES (CHILATST) 14N

COMPUTER SCIENCE (CS) 56N | 3 UNITS |

Growing Up Bilingual

Great Discoveries and Inventions in Computing

hether in family life, social interactions, or business negotiations, half the people in the world speak more than one language every day. Yet many myths persist about bilingualism and bilinguals. Does being bilingual mean you are equally fluent in two languages, or that you belong to two cultures, or even that you have multiple personalities? Can you become bilingual only as a child? Why do bilinguals switch from one language to another in mid-sentence? Will raising bilingual children confuse and delay their learning of any language? If you grew up with two languages or acquired a second language later in your life, or if you are just interested in multilingual people, this seminar will involve you in examining your own bilingualism, the bilingualism found in surrounding communities (Chinatown and the Mission District in San Francisco, Redwood City, East Palo Alto, San Jose), and the ways in which languages are acquired by children in schools. Final projects have included analyses of bilingual rap, video tapes of students doing being bilingual, library research projects, investigations of bilingual poetry, reports on fieldwork in bilingual schools, scripts for dramatic presentations, and family biographies. The point of the final project is for you to explore and present to members of the class your understanding of the aspects of bilingualism that you examined in class, that are important to you, and that will inform the continued development of their bilingual proficiencies and interests.

his seminar will explore some of both the great discoveries that underlie computer science and the inventions that have produced the remarkable advances in computing technology. Key questions we will explore include: What is computable? How can information be securely communicated? How do computers fundamentally work? What makes computers fast? Our exploration will look both at the principles behind the discoveries and inventions, as well as the history and the people involved in those events. Some exposure to programming will be helpful, but it is not strictly necessary.

John Hennessy is a pioneer in computer architecture. In 1981 he drew together researchers to focus on a computer architecture known as RISC (Reduced Instruction Set Computer), a technology that has revolutionized the computer industry by increasing performance while reducing costs. In 1984, he co-founded MIPS Computer Systems, now MIPS Technologies, which designs microprocessors. In addition to his role in the basic research, Professor Hennessy played a key role in transferring this technology to industry. In recent years, his research has focused on the architecture of highperformance computers. He is also the co-author of two widely used textbooks in computer architecture. Professor Hennessy has served as chair of the Computer Science Department, dean of Engineering, and provost; in 2000 he became the 10th president of Stanford University.

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Guadalupe Valdes is a professor in the School of Education. Her research focuses on the English-Spanish bilingualism of Latinos in the United States. Specifically, her work is concerned with discovering and describing how two languages are developed, used, and maintained by individuals who become bilingual. She grew up on the U.S./Mexico border and enjoyed a transnational experience (residing in one country and attending school in the other).

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EAST ASIAN LANGUAGES AND CULTURES (JAPANGEN) 75N | 3-4 UNITS |

ECONOMICS (ECON) 17N | 3 UNITS |

Around the World in 17 Syllables: Haiku in Japan, the United States, and the (Digital) World

Energy, the Environment, and the Economy

Prerequisite: ECON 1A.

ore people write haiku than any other genre of poetry in the world. In the United States, grade school children write haiku, and people of all ages all over the world publish their haiku in little journals journals, , on pape paper paper, r, and online. In this class we attempt to answer the question question, How (and why) did haiku come to be so popular? popular? In the process, process, we will compose some haiku of our own, own and also learn how to compose poetry in its parent genre of linked verse. verse. The end product of our efforts will be a class anthology. anthology antholog y. W We e will study the historical origins of the haiku form in Japan Japan, and then consider: haikus place in the discourse of haikus place in the western reception of Japan in the 19th and early 20th centuries, in the internment camps of Japanese and Japanese Americans during the

Mo

n m u t u A o t ved

his course will examine the intimate relationship between environmental quality and the production and consumption of energy. A major source of frustration to promoters of environmentally friendly energy production and consumption is the inability of these energy sources to

energy sources? Are conventional energy sources the most cost, including the negative environmental impacts that are not currently explicitly priced? We will assess the economic of topics in energy and environmental economics. These include the Strategic Petroleum Reserve (SPR), congestion for electricity, nuclear energy and waste, the real cost of investments, greenhouse gas emissions (GHG) control, and carbon capture and sequestration (CCS). Readings will explain the economics and engineering behind these topics, and class discussions will elaborate. Frank Wolak is the Holbrook Working Professor of Commodity Price Studies in the Economics Department. He received his undergraduate degree from Rice University, and an M.S. in applied mathematics and a Ph.D. in economics energy and environmental economics, specializing in the study of privatization, competition, and regulation in both energy and network industries such as electricity, telecommunications, water supply, natural gas, and postal delivery services. As chairman of the Market Surveillance Committee (MSC) of the California Independent System Operator for the states electricity Federal Energy Regulatory Commission (FERC), at various committees of the U.S. Senate and House of Representatives, and at the California Senate and Assembly.

FRESHMAN WINTER

and the Beat Poets in the US (Kerouac and others) after that War, and in global culture via the internet. Our primary reading material will be selected haiku (in English translation; you wont need any Japanese for this course), but we will also look at some linked-poetry; haibun (haiku with prose introductions); critical comments by practitioners; haiku paintings, classical and modern; and a few websites. And we will go on an excursion to Hakone Japanese Garden, in nearby Saratoga, and host a haiku night with presentations from local haiku poets. Steven D. Carter has been an avid reader of literature, especially poetry, all of his life. He began his study of Japanese as an undergraduate and went on to earn his Ph.D. in Oriental languages from UC Berkeley, concentrating on classical and medieval Japanese poetry. He still travels to Japan as often as time will permit. Before coming to Stanford in 2003, he taught at UCLA, Brigham Young University, and UC Irvine, serving as chair of the East Asian Languages and Literatures Department at the latter institution for 10 years. He is the author of 12 books and numerous articles on pre-modern Japanese literature and culture, and is an award-winning translator of Japanese poetry in all forms. He has, for the past two decades, been actively involved in the haiku community in the United States, writing articles for online journals and giving talks at conferences of various American haiku associations.

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EDUCATION (EDUC) 115N | 3 UNITS |

ELECTRICAL ENGINEERING (EE) 21N | 3 UNITS |

How Do People Learn Math? What We Know from Research and the Problems that Persist in U.S. Math Classes

What Is Nanotechnology?
Prerequisites: high school math, physics, and chemistry.

hat is going on in mathematics education in the United States? Why do so many people hate and fear math? What contributes to the high levels of innumeracy in the general population? Why do girls and women opt out of math when they get a chance? In this seminar we will consider seminal research on math learning in K-12 classrooms. We will also spend time investigating cases of teaching and learning, usually through watching video and considering other records of practice. We will consider what learning theories have to tell us about math learning, the nature of good teaching, and the reasons for ongoing inequities in math learning and participation. This seminar is for those who are interested in education, and who would like to learn about ways to help students (and maybe yourselves?) learn and enjoy mathematics. The final project for this class will involve interviewing a student and diagnosing their mathematical understanding and misconceptions, as well as conducting a math history interview with them to understand how their experiences of math have influenced their understanding.

anotechnology means different things to different people. Although those in the science and engineering world have some notion of what nanotechnology is, the perception from society at large may be entirely different. In this course, we start with the classic paper by Richard Feynman (Theres Plenty of Room at the Bottom), which laid down a challenge to the nanotechnologists. We will introduce students to the tools of nanotechnologists and the basic elements of nanoscale science and engineering such as nanotubes, nanowires, nanoparticles, and self-assembly. We will visit nanotechnology laboratories to consolidate our learning, go into the Stanford Nanofabrication Facility (SNF), and do a two-week project on nanofabrication. We will discuss the classic novel: Prey, by Michael Crichton. Crichtons popular novel channeled the publics attention to this subject by portraying a disastrous scenario of a technology gone astray. Other literature such as the Smalley-Drexler debate and Bill Joys article, Why the Future Doesnt Need Us, will also be discussed. We will use scientific knowledge to analyze the assumptions and predictions of these works.

WINTER

Jo Boaler is a professor of mathematics education at Stanford University. Former roles have included being the Marie Curie Professor of Mathematics Education at the University of Sussex, England, a mathematics teacher in London comprehensive schools, and a researcher at Kings College, London. Her Ph.D. won the national award for educational research in the UK and her book, Experiencing School Mathematics, won the Outstanding Book of the Year award for education in Britain. She is an elected fellow of the Royal Society of Arts (Great Britain) and a former president of the International Organization for Women and Mathematics Education (IOWME). At Stanford University she won an Early Career Award from the National Science Foundation. Her latest book, Whats Math Got To Do With It?(2008/2009), aims to increase public understanding of the importance of mathematics and the nature of effective teaching approaches.

Philip Wong joined Stanford in September 2004 after 16 years at IBM Research in New York. While at IBM, he shaped and executed IBMs strategy on nanoscale science and technology as well as the roadmap for silicon technology. His research interests are in nanoscale science and technology, semiconductor technology, solid state devices, and electronic imaging. He is interested in exploring new materials, and fabricating techniques and novel device concepts for future nanoelectronic systems. His research includes explorations into circuits and systems that are device-driven. Professor Wong is a fellow of the Institute of Electrical and Electronics Engineers and has served in various capacities in its committees, conferences, societies, and publications. More information can be found at: stanford.edu/~hspwong and nano.stanford.edu. Professor Wong is also the producer of a widely viewed education video on carbon nanotubes on YouTube.

FRESHMAN

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ELECTRICAL ENGINEERING (EE) 22N | 3 UNITS |

ELECTRICAL ENGINEERING (EE) 27N | 3 UNITS |

Medical Imaging
Prerequisites: high school physics and calculus.

Electronics Rocks

ow are images of the human body created and what information do they provide? This seminar will cover the technologies involved in x-ray, ultrasound, and magnetic resonance imagingthe major imaging modalities used for disease diagnosis. This seminar will also delve into the history, societal impact, clinical applications, and emerging applications of medical imaging. Field trips to a medical center and an imaging research lab will expose you to the instrumentation and operation of these modalities. Students will do a term paper/presentation on some aspect of a medical imaging technology or application.

tudents will learn about the basic principles of electronics at a conceptual level, with an emphasis on simple circuits, understanding modern consumer electronics, and modding/ hacking such devices. Students will experiment with homebrew and commercial electronics, discuss electronics concepts, and engage with ber-builders and designers. Students should have enthusiasm for cool technology, creativity, and a sense of humor.

WINTER

FRESHMAN

Dwight Nishimura is a professor of electrical engineering. He has been on the Stanford faculty since 1990, working primarily on improved methods for magnetic resonance imaging. He became interested in the field because of its diverse applications and its highly multidisciplinary nature that involves many branches of engineering, science, and medicine.

Gregory Kovacs received a B.S. in electrical engineering from the University of British Columbia, an M.S. in bioengineering from UC Berkeley, a Ph.D. in electrical engineering, and an M.D. from Stanford University. He is a professor of electrical engineering with a courtesy appointment in the Department of Medicine. He also has extensive industry experience cofounding several companies, including Cepheid in Sunnyvale, California. His present research areas include biomedical instruments and sensors, cardiac physiology, in vitro models for stem cell tissue repair, and medical diagnostics. From 2008 through 2010, he was director of the Microelectronics Technology Office at DARPA, which funds high-risk/high-payoff projects in electronics, sensors, photonics, and medical devices. In 2003, he served as the investigation scientist for the debris team of the Columbia Accident Investigation Board. He later served as engineering/medical liaison on the Spacecraft Crew Survival Integration Investigation Team (SCSIIT) of the Johnson Space Center. He is a fellow of the IEEE and of the American Institute for Medical and Biological Engineering. He received the Office of the Secretary of Defense Medal for Exceptional Public Service in 2010. He is a private pilot, scuba diver, and a Fellow National of the Explorers Club. He was a member of a NASA team that climbed Licancabur volcano (19, 734 ft.) on the Chile/ Bolivia border in 2003, serving as medical, physiologic research, and photography lead. In 2004, he served the same role on a return expedition and carried out medical research and underwater videography in the summit lake.

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ENGLISH (ENGLISH) 64N | 3 UNITS | CROSSLISTED: PSYCHOLOGY (PSYCH) 29N

ENGLISH (ENGLISH) 88N | 3 UNITS | CROSSLISTED: ASIAN AMERICAN STUDIES (ASNAMST) 88N

Growing Up in America

Graphic Novels Asian American Style

Prerequisite: students should show a general interest in and openness to discussing issues related to race and ethnicity, immigration, and nationality.

o what extent is it possible to describe an American experience? How are different people included in or excluded from the imagined community that is America? How do a persons race, class, gender, and sexuality affect his or her experience of belonging to this country? These are just some of the questions we will consider as we familiarize ourselves with the great diversity of childhood and young adult experiences of people who have grown up in America. We will read and discuss narratives written by men and women, by urban, suburban, and rural Americans, and by Asian Americans, African Americans, Native Americans, Latina/os, and European Americans. Scheduling note: This class will meet once a week on Tuesdays from 3:15 to 6:05 p.m. From 3:15-4:45 p.m., the class will be split into two sections: a psychology section led by Professor Markus and a literature section led by Professor Moya. From 4:45-6:05 p.m., the two sections will meet together with both professors. Paula Moya is an associate professor of English and teaches courses in American literature, Chicana/o and U.S. Latina/o literature, and minority and feminist theoretical perspectives. She is the author of Learning from Experience: Minority Identities, Multicultural Struggles, has published several essays on Chicana feminism and Chicana/o identity, and is co-editor (with Michael Hames-Garcia) of an anthology titled Reclaiming Identity: Realist Theory and the Predicament of Postmodernism. She has two daughters, and she grew up in America.

Hazel Markus, Davis-Brack Professor in the Behavioral Sciences in the Department of Psychology, is co-director of the Center for Comparative Studies in Race and Ethnicity (CCSRE) and the Mind, Culture, and Society Lab in the Psychology Department (MCS). CCSRE provides opportunities for teaching and research on race and ethnicity. MCS has several lines of research on how race, stigma, and stereotyping affect attitudes, perception, and behavior; it aims to facilitate intergroup communication, contact, and understanding, and disseminate the idea that there are multiple ways to be. Professor Markus is the recipient of numerous awards and grants and the APA Distinguished Scientific Award for groundbreaking work on culture and ethnicity.

his is a seminar about how a particular genre informs the ways in which social issues are represented. Why, for instance, does the detective novel become such a useful narrative form to critique political corruption? How is it that the graphic novel explicitly reveals how race can be depicted? Is it the color of the hair, the shape of the eyes, or must we read text in order to confirm racial identities in these texts? What does speculative fiction offer us in imagining worlds that cannot exist, and how can we then relate our own lives to such fanciful creations? Such questions will guide us through the course. We will focus on the ways that race and genre fiction are often intertwined. Specifically, we will consider how the Asian American often appears in genre fiction as a subject facing particular struggles, especially those revolving around inclusion and exclusion, citizenship and foreign-ness, nationality and identity. Though genre fiction has occasionally been castigated as a lowbrow form that panders to the uneducated masses, this course reveals how Asian American writers transform it to speak to issues of racial difference and social inequality. In other words, we will see that we can both be entertained and engage in critical interpretations of rigorous quality based upon wildly fanciful texts. We will study the graphic novel, speculative fiction, and the detective novel. Potential text selections include: G.B. Trans Vietnamerica, Adrian Tomines Shortcomings, Lynda Barrys One! Hundred! Demons!, Charles Yus How to Live Safely in a Science Fictional Universe, Vandanas Singhs of Love and Other Monsters, Qiu Xiaolongs Red Mandarin Dress, and Suki Kims Interpreter.

WINTER FRESHMAN

Stephen Hong Sohn, a former University of California Presidents Postdoctoral Fellow, is currently completing work on a manuscript on contemporary Asian American cultural production and coediting an issue of Modern Fiction Studies. He has co-edited Transnational Asian American Literature: Sites and Transits, as well as a special journal issue of Studies in the Literary Imagination on Asian American literature. He has written on contemporary Asian American writers including Jessica Hagedorns Dogeaters, Julie Otsukas When the Emperor Was Divine, Lawrence Chuas Gold by the Inch, and Lan Caos Monkey Bridge. Articles have appeared in Modern Fiction Studies, Studies in the Literary Imagination, and the Southeast Asian Review of English (SARE). He was co-chair of The Circle for Asian American Literary Studies (CAALS). Professor Sohn is the recipient of the 2013 Walter J. Gores award, the highest University honor for outstanding teaching.
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GERMAN STUDIES (GERMAN) 41N | 3 UNITS | CROSSLISTED: THEATER AND PERFORMANCE STUDIES (TAPS) 41N

HISTORY (HISTORY) 4N | 3-5 UNITS |

Inventing Modern Theatre: Georg Buchner and Frank Wedekind

A World History of Genocide

his course examines the German writers Georg Buchner (1813-1837) and Frank Wedekind (1864-1918). Many of the most important theatre and film directors including Max Reinhardt, Orson Welles, Robert Wilson, and Werner Herzoghave wrestled with their works, as have composers and writers from Alban Berg and Bertolt Brecht to Christa Wolf and Thalia Field. Rock artists as diverse as Tom Waits, Lou Reed, Duncan Sheik, and Metallica have recently rediscovered their urgency. Georg Buchner died at age 23, leaving behind, among other masterpieces, a scrawled set of fragments for a play about a schizophrenic soldier named Woyzeck who murders his lover. Reconstructed many years after his death, Woyzeck has become one of the cornerstones of modern theatre. Wedekinds first major play, Springs Awakening, still shocks audiences with its frank depictions of childhood sexuality and sexual crime. His later plays stage the adventures of Lulu, a complex femme fatale who cuts a bloody swath through the bohemian netherworlds of the fin de sicle. We will read these works in translation and examine some of the many creations they inspired. Alongside classroom discussions and written responses, we will also rehearse and present in-class performances of excerpts from the plays. The aim is not to produce polished stagings but to creatively engage with the texts and their interpretive traditions; for example, how would we stage a scene from Woyzeck in light of our current political situation? No previous theatrical experience is required.

he idea of this freshman seminar is to explore the history of genocide as a feature of human civilization. This requires forays into the history of mass killing in the ancient world, as well as in the 20th century, and in Asia and the Americas, as well as Europe and Africa. The approach will be chronological and interdisciplinary, asking fundamental questions about the reasons why the life of human societies is characterized by episodic genocidal events. Questions of the definition of genocide, justice, and memory will also be posed.

Norman Naimark was born in New York, Stanford educated (A.B., M.A., Ph.D.), and taught at Boston University. He was a research fellow at the Russian Research Center at Harvard for 15 years before returning to Stanford as the Robert and Florence McDonnell Professor of East European Studies. He is also a senior fellow of the Hoover Institution and of the Freeman Spogli Institute. His primary research interests include the history of genocide, Stalins policies in Europe after the Second World War, and the formation of the Soviet bloc.

WINTER

FRESHMAN

Matthew Smith is an associate professor of German Studies who worked as a playwright after college; he is passionate about the theatre as an event in which actors and audiences encounter one another in a common space. Hes especially fascinated by how play texts are realized only by being enacted, which means that each play text must be interpreted every time its staged, and each act of interpretation is a collaboration between actors, designers, director, audience, and playwright (present or absent, living or dead). Professor Smiths first book was a study of immersive multimedia performances, from 19th century opera to the virtual worlds of cyberspace. He has edited the Norton Critical Edition of the Collected Works of Georg Buchner and is working on a book about interactions between theatre and science in 19th century Europe.

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HISTORY (HISTORY) 60N | 3 UNITS |

HISTORY (HISTORY) 98N | 3 UNITS |

Revolutionaries and Founders

mericans remain fascinated by the revolutionary generation that secured independence and established a national constitutional republic. Books about the Founders come steadily from the presses, some describing the lives of individual revolutionaries, others trying to analyze and explain what made these events possible. This seminar will approach the Revolution through a biographical and analytical framework, relying on both scholarly writings and the massive array of primary sources that are readily available through letterpress editions and online. The course will rely on the instructors own recent book, Revolutionaries: A New History of the Invention of America, which carries the story from the crisis around the Boston Tea Party of 1773 through the end of President Washingtons first administration. The course will be divided evenly between modern scholarship and the careful reading of original materials, and students will write short essays that will involve the analysis of explanatory problems, the close interpretation of documents, and the crafting of historical narratives. Topics to be discussed will include the outbreak of the revolution, constitutionmaking at both the state and national levels, the conduct of the war, and the legacies that Americans particularly associate with Thomas Jefferson, James Madison, and Alexander Hamilton. Jack Rakove is the William R. Coe Professor of History and American Studies and professor of political science and, by courtesy, of law; he joined the Stanford faculty in 1980. He is the author of six books, including Original Meanings: Politics and Ideas in the Making of the Constitution, which won the 1997 Pulitzer Prize in History, and Revolutionaries: A New History of the Invention of America, which was a finalist for the 2011 George Washington book prize. (His discussion of the latter book on The Daily Show was part of the episode that gained the program its seventh Emmy.) He writes frequently on contemporary topics of constitutional interpretation, and has also drafted three amicus curiae briefs for the Supreme Court, including one submitted for Hamdan v. Rumsfeld and another for D.C. v. Heller. He is currently working on two other books, one relating to the political thinking of James Madison, and the other to what he calls the radical significance of the free exercise of religion.

Beijing, Shanghai, and the Structure of Modern China

his course examines the transformation of the Chinese state and society from the late empire to the present through studying the changing nature of its two greatest cities, Beijing and Shanghai. Beijing was originally built by non-Han peoples, and was primarily the capital of alien dynasties, but in the early 20th century it was depicted as the embodiment of a vanishing traditional China. Shanghai, in contrast, emerged in the demographic, economic, and cultural heartland of pre-modern China and became a major city through migration from the earlier centers of the lower Yangzi valley. Nevertheless, it turned into a world city and a central theme of Chinese thought and literature only from the middle of the 19th century, when it became a treaty port colonized by large numbers of Europeans, and thus a foreign city. The course examines (1) the structure of Beijing as a capital and that of Shanghai as a treaty port; (2) the impact on both cities of the shift of the political center to the south under the Republic; (3) how Chinese literature and film in the Republican era were structured around the contrast of Beijing style with Shanghai style; (4) the impact of the founding of the Peoples Republic of China with the return of the capital to Beijing, the physical transformation of the city, and the policy of turning all cities into centers of heavy industry; and (5) the distinctive paths of the two cities, which have both tried to define themselves as cosmopolitan world cities in the decades of economic opening and reform. Topics discussed will include the evolving physical structure of the cities, the changing nature of time, shifting understandings and depictions of the urban crowd, the new pattern of defining identity through patterns of consumption, and the nature of urban modernity. Mark Edward Lewis is the Kwoh-Ting Li Professor in Chinese Culture. His research deals with many aspects of Chinese civilization in the late pre-imperial, early imperial, and middle periods, and with the problem of empire as a political and social form. His books include Sanctioned Violence in Early China, which studies the emergence of the first Chinese empires by examining warfare, hunting, sacrifice, punishments, and vengeance; and Writing and Authority in Early China, which traces the evolving uses of writing to command assent and obedience. He has completed the first three volumes of a six-volume survey of the entire history of imperial China. Professor Lewis is currently writing a monograph on the emotions in early China, and how feelings such as anger, love, joy, and sorrow were defined and incorporated into all aspects of society.

WINTER FRESHMAN

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IBERIAN AND LATIN AMERICAN CULTURES (ILAC) 103N | 3 UNITS |

The Millennium Novel in Latin America

Prerequisite: proficiency in Spanish.

LAW (LAWGEN) 105N | 3 UNITS | CROSSLISTED: AMERICAN STUDIES (AMSTUD) 105N

Law and Popular Culture

etween 2000 and 2012, a young Spanish American novel emerges, taking at times a minimalist point of view to narrate individual stories with a subjective tone, or continuing a tradition of the historical panorama to present national tragedies that occurred in the last two or three decades. Focus is on this new type of novel from different countries, with such titles as El cuerpo en que nac, by Guadalupe Entel; Las teoras salvajes, by Pola Oloixarac; El ruido de las cosas al caer, by Juan Gabriel Vazquez; and Bonsai, by Alejandro Zambra, among others. The course will be taught in Spanish.

his seminar is about the interface between law and popular culture and the representation of law and lawyers, particularly in movies and television. Pop culture teaches many people most of what they know, or think they know, about law, lawyers, and legal institutions. Film and television shows about law have major effects on what people believe and how they act as jurors, lawyers, clients, or lawmakers. Pop culture also raises fascinating issues of public policy and legal ethics. At the same time, all of us swim in a sea of popular culture: not only television and films but what we absorb through music, video games, YouTube, and the whole world of internet exposure.

Jorge Ruffinelli has published 20 books of literary and cultural criticism and more than 500 articles, critical notes, and reviews in journals throughout the world. He is a recognized authority on Onetti, Garca Mrquez, Juan Rulfo, and Latin American literary history. During the 90s his work centered on Latin American cinema; in 1993 he filmed a documentary on Augusto Monterroso for which he interviewed major Mexican writers and critics. He is completing the first Encyclopedia of Latin American Cinema, for which he has written around 2, 000 articles on feature films from and about Latin America. His current work also includes a book of interpretation and survey of the most recent Spanish American prose published by writers born after 1968, a project that analyzes the work, marketing, and reception of more than 50 authors (Ana Solari, Milagros Socorro, Karla Suarez, Mayra Santos, David Toscana, Rodrigo Fresan, Juan Forn, Martin Kohan, and Jorge Vopli, among others). His teaching centers on the intersection of the interests above and cultural politics.

Each week, our two seminar sessions will raise a particular set of major issues about law and lawyers, based on a film or television show watched outside of class. For example, we will examine the death penalty through the film Dead Man Walking. Our book for the course, Law & Popular Culture, has a chapter that discusses Dead Man Walkingfrom numerous perspectives, including film theory, acting, directing, music, lighting, editing, narrative, etc. The chapter also contains material about the law surrounding the death penalty and empirical information about it and whether the film accurately represents the death penalty in practice. Other areas might include the adversary system; bad lawyers in the movies and why lawyers are so despised; heroic lawyers; the jury; the life of lawyers; the civil and criminal justice systems; family law; and legal television. Our class sessions will consist of discussion about the film and will usually be woven from student responses. Students will write a final paper analyzing a movie or television show about law. Michael Asimow is a visiting professor at Stanford Law School and a professor emeritus at UCLA Law School. He has written and collaborated on numerous books and articles about law and pop culture including Law and Popular Culture: A Course Book; Reel Justice: The Courtroom Goes to the Movies; and Lawyers in Your Living Room! Law on Television. His articles include Bad Lawyers in the Movies, Embodiment of Evil: Law Firms in the Movies, Divorce in the Movies: From the Hays Code to Kramer vs. Kramer, and When Harry Met Perry and Larry: Criminal Defense Lawyers on Television. In addition to pop culture, Professor Asimow teaches courses on administrative law, income tax, and contract law.

WINTER

FRESHMAN

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LAW (LAWGEN) 112N | 3 UNITS |

Law and Inequality: An Introduction to American Civil Rights Law

LINGUISTICS (LINGUIST) 52N | 3 UNITS | CROSSLISTED: FEMINIST STUDIES (FEMGEN) 52N

ost Americans know that discrimination on the basis of race, sex, and religion is unlawful. Seems simple enough. But advertisements in the back of newspapers still announce: Single White Female Seeks Single White Male? Isnt that discrimination on the basis of race and sex? Most businesses dont consider men for womens locker room or bathroom attendant. And why arent those men and womens bathrooms and locker rooms illegal segregation? After all we know what would happened if some business set up separate bathrooms for blacks and whites. Isnt it discrimination for an employer to insist that men wear a jacket and tie and women wear nylons and a skirt? Why are some forms of discrimination unlawful and others not? Why is discrimination against short people, overweight people, or people with annoying personalities not against the law? We will answer these and many other questions by looking at court cases, legal theory, and philosophy. We may also have conversations with guest lecturers who work in civil rights enforcement, and the seminar may include a field trip to visit the offices of civil rights lawyers (lawyers tend to be busy people so these opportunities will depend on their schedules). There are no prerequisites other than an open mind and a willingness to delve into unfamiliar material. Evaluation will be based on class participation and a short final paper. Richard Thompson Ford received his B.A. from Stanford (1988) and his J.D. from Harvard Law School (1991), and is an expert on civil rights and antidiscrimination law. His scholarship on questions of race and multiculturalism combines social criticism and legal analysis, and he writes for both popular readers and for academic and legal specialists. His work has focused on the social and legal conflicts surrounding claims of discrimination, on the causes and effects of racial segregation, and on the use of territorial boundaries as instruments of social regulation. Before joining the Stanford Law School faculty in 1994, he was a Reginald F. Lewis Fellow at Harvard Law School, a litigation associate with Morrison & Foerster, and a housing policy consultant for the City of Cambridge, Mass. He has also been a commissioner of the San Francisco Housing Authority. He has written for the Washington Post, San Francisco Chronicle, Christian Science Monitor, and for Slate, where he is a regular contributor. His latest book isThe Race Card: How Bluffing About Bias Makes Race Relations Worse.

Spoken Sexuality: Language and the Social Construction of Sexuality

his seminar, divided into three sections, examines the many ways language is used in the construction of sexuality and sexual identity. In the first section, we consider how language is used as a resource for performing and perceiving sexual identity. Drawing on detailed linguistic analyses of pronunciation, word choice, and grammar, we will address questions such as: Is there a gay accent? Why isnt there a lesbian accent? How do transgendered people modify their linguistic behavior when they are transitioning? How are unmarked (heterosexual) identities linguistically constructed? While sexuality is largely an issue of identity, it is also an issue of desire. In the second section of the seminar, we examine iconic relations between elements of language (e.g. breathy voice quality, high pitch) and arousal. In the final section, we investigate ways in which language encodes ideologies about sexuality. We will study how language is used to talk about sexuality in public discourses about gay marriage and bullying, as well as in personal narratives of coming out. We will also consider how language encodes dominant ideologies about sexuality, evident in labels for sexual minorities as well as terminology for sex acts. Seminar activities will center on discussions of readings, explorations of how sexuality is portrayed in popular media, and analyses of primary data. Students will write a final research paper on a topic of their choice.

WINTER FRESHMAN

Rob Podesva is an assistant professor in the Department of Linguistics at Stanford University. He received his Ph.D. and M.A. from Stanford University, B.A. from Cornell University, and is a former faculty member of the Department of Linguistics at Georgetown University. He teaches a variety of courses on sociolinguistic variation, language and identity, and phonetics. His research examines the social significance of phonetic variation in the domains of vowels, consonants, prosody, and voice quality. He is particularly interested in how individuals draw on phonetic resources to construct identity, most notably gender, sexuality, and race, and their intersections. His current projects investigate the linguistic practices of residents of communities in Northern California and Washington, D.C., gay professionals, and U.S. politicians. He has co-edited two volumes on the topic of language and sexuality and is currently editing a collection on research methods in linguistics.

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LINGUISTICS (LINGUIST) 63N | 3 UNITS |

MUSIC (MUSIC) 17N | 3 UNITS |

The Language of Comics

The Operas of Mozart

WINTER

umans have remarkable abilities to shape events and ideas in others minds through language. How do we understand each other and messages we receive? This seminar will explore language as represented in cartoons and comics, for instance, Bizarro, Dilbert, and Zits, how we interpret it, and why we find comics funny. In particular, well explore language play (puns and rhymes, for instance); genderspeak and teenspeak; peeving about usage; and new and spreading usages. Well discuss the grammar of comics: how words and pictures can combine to create meanings that neither could create separately; and conventions of the genre, as they concern the representation of language in speech balloons and captions, lettering choices, obscenicons ($#!&), etc. Another major set of topics will be the narrative structure of the comics (the way events are represented as unfolding in time) and the representation of point of view (whose viewpoint were seeing things from). These topics allow us to approach language and the comics from several directions, all represented in different areas of linguistics. We will test hypotheses about the way a language works and what the real generalizations may be about disputed usages. We will look at crucial test examples, examine claims about languages and their use empirically and statistically (how do teenagers really speak, and on what occasions?), and devise frameworks for interpreting texts that allow us to understand their aesthetic properties (humor, for instance).

he great 18th-century Austrian composer, Wolfgang Amad Mozart (1756-91), was not only one of the most admired figures in the history of music, but also one of the key figures in the history of opera. Four of Mozarts mature operas have held the stage continuously since their premieres: The Abduction from the Seraglio (1782), The Marriage of Figaro (1786), Don Giovanni (1787), andThe Magic Flute (1791). These are the earliest works in the operatic repertoire never to go out of fashion. What accounts for this extraordinary staying power? We will engage with these operas, paying attention to the history of their composition, performance, and reception, and to their changing significance from Mozarts time to ours. More than just an introduction to some of the richest and most profound works in the operatic repertoire, to opera in general, and to the music of Mozart, this seminar will also explore various ways in which music can be used to enhance and transform spoken drama. The works you will get to know are as important in the history of drama with music as those of Shakespeare are in the history of spoken drama and, similarly to those of Shakespeare, they engage the most burning cultural and political issues of their time: the social and political ferment of the last years before the French Revolution is palpable in The Marriage of Figaro, while Don Giovanni stages the Romantic crisis of the Enlightenment that has repercussions even in our own time.

FRESHMAN

Elizabeth Traugott is professor emerita of linguistics and English. Her primary area of research and teaching is the history of the English language, but she has deep interests in discourse and communication generally. She has taught freshman and sophomore seminars on language and law and doctor-patient communication. She travels and writes; hikes in the Stanford hills and Redwood country; and is an avid a concert goer. Arnold M. Zwicky is a consulting professor of linguistics at Stanford. In 2003 he began blogging extensively about languagerelated topics, on Language Log and his own blog. His research concerns include general linguistic theory; mistakes in language; language and (homo)sexuality; and language in the comics. Hes an enthusiastic singer; a gay activist; a collage artist; and sometime writer of poetry and short fiction.

Karol Berger is the Osgood Hooker Professor in the Fine Arts (musicology). His special fields of interest are the history of music theory and aesthetics, music of the Renaissance, and Austro-German music from Bach through Mahler. His books include Theories of Chromatic and Enharmonic Music in Late 16th-Century Italy; Musica Ficta, which received the Otto Kinkeldey Award from the American Musicological Society for best musicological book of the year; A Theory of Art; and Bachs Cycle, Mozarts Arrow: An Essay on the Origins of Musical Modernity, which received the Marjorie Weston Emerson Award of the Mozart Society of America for the best scholarly work on Mozart published in English (2007). Professor Berger received, among other awards, a National Endowment for the Humanities fellowship, an American Council of Learned Societies fellowship, and the 1995 Alfred Jurzykowski Foundation Award for outstanding creative achievement.

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PEDIATRICS (PEDS) 65N | 3 UNITS

PHILOSOPHY (PHIL) 5N | 3 UNITS |

Understanding Childrens Health Disparities

The Art of Living

he health status of children in the United States varies widely, depending on a number of social and biologic factors. For example, some children are affected by their having inherited a disease or condition at birth. But the principal sources of disparities in the health status of children in the United States are not biologic, but social and economic. The socioeconomic status of the family into which a child is born has a profound impact throughout childhood and into adulthood. This course will explore social and economic factors as they affect children and their health status. We will look at lack of health insurance as a major factor impacting childrens health. We will also explore ethnic, cultural, and behavioral factors that affect childrens health, directly and indirectly. Finally, we will look at the proposals for health care reform coming out of Washington, D.C., asking specifically how they will impact existing health disparities among children.

hether we realize it or not, all of us are forced to make a fundamental choice: by deciding what is most valuable to us, we decide how we are going to live our life. We may opt for a life of reason and knowledge; one of faith and discipline; one of nature and freedom; one of community and altruism; or one of originality and style. We may even choose to live our lives as though they were works of art. In every case, hard work is required: our lives are not just given to us, but also they need to be made. To live well is, in fact, to practice an art of living. Where, however, do such ideals come from? How do we adopt and defend them? What is required to put them into practice? What do we do when they come into conflict with one another? And what role do great works of art play in all this? The Art of Living will explore the various ways in which it is possible to live well and beautifully, what it takes to implement them, and what happens when they come under pressure from inside and out. WINTER

Donald Barr received his M.D. from the University of California, San Francisco and his Ph.D. in sociology from Stanford. He is professor of Pediatrics in the Stanford School of Medicine, and by courtesy professor in the Graduate School of Education. He teaches undergraduate courses on health policy and health disparities in the Program in Human Biology. Dr. Barr has received a number of teaching awards at Stanford, including the Dinkelspiel Award for Distinctive Contribution to Undergraduate Education, the Phi Beta Kappa Undergraduate Teaching Award, and the Miriam Aaron Roland Volunteer Service Prize for his integration of teaching, scholarship, and volunteer service to society.

Kenneth Taylors work lies at the intersection of the philosophy of language and the philosophy of mind, with an occasional foray into the history of philosophy. His other interests include semantics, reference, naturalism, and relativism. He is a professor of philosophy. He is the author of numerous articles, which have appeared in journals such as Nos, Philosophical Studies, and Philosophy and Phenomenological Research, and two published books, Truth and Meaning: An Introduction to the Philosophy of Language and Reference and The Rational Mind. His newest book, Referring to the World: An Introduction to the Theory of Reference, is forthcoming from Oxford University Press. Before coming to Stanford, Professor Taylor taught in the philosophy departments at Rutgers University, University of Maryland at College Park, Wesleyan University, University of North Carolina at Chapel Hill, and Middlebury College. He is the co-host, with John Perry, of the radio program Philosophy Talk.

FRESHMAN

61

PHILOSOPHY (PHIL) 15N | 3 UNITS |

PHYSICS (PHYSICS) 18N | 3 UNITS |

Freedom, Community, and Morality

FRESHMAN

n this seminar, we will examine the idea of individual freedom and its relation to human community on the one hand, and the demands of morality on the other. Does the freedom of the individual conflict with the demands of human community, society, and morality? Or, as some philosophers have maintained, does the freedom of the individual rather find its highest expression in a moral community or society of other human beings? We shall examine the diverse answers given to these questions by Albert Camus, John Stuart Mill, Jean-Jacques Rousseau, and Immanuel Kant. Camus, a representative of modern existentialism, sees an irremediable conflict between the individual and society; Mill, a representative of 19thcentury liberalism, sees a tension that can be resolved; Rousseau, a representative of the classical social contract tradition, holds that true individual freedom can only be realized in the right kind of political society; while Kant, who was greatly influenced by Rousseau, believes that what he calls freedom or autonomy is the very foundation for the principles of morality.

Frontiers in Theoretical Physics and Cosmology

oday, we have very successful Standard Models of elementary particle physics and cosmology. They explain the structure of matter at sub-nuclear distances; the behavior of the universe at the largest observed cosmological scales in excess of 1, 028 centimeters; and a plethora of phenomena at intermediate sizes. They rest on the pillars of quantum mechanics and Einsteins theory of gravity, general relativity. Yet this description is seriously incomplete. Deep puzzles remain about how a universe as large and old as ours is consistent with our understanding of quantum mechanics and gravity. Subtle paradoxes arise in the quantum mechanics of black holes, and our best current ideas suggest that physics at the very largest cosmological scales may look quite different from what we see around us. The purpose of this course will be to briefly introduce the current Standard Models, and then focus on some of the main frontiers of modern theoretical physics through explorations of very early universe cosmology, string theory, and the physics of black holes.

Michael Friedman is a professor of philosophy and the Fredrick P. Rehmus Family Professor of Humanities. His work focuses on Kant; the philosophy of science; the history of 20th-century philosophy, including the interaction between philosophy and the exact sciences from Kant through the logical empiricists; prospects for a post-Kuhnian philosophy of science in light of these developments; and the relationship between analytic and continental traditions in the early 20th century. His publications on these topics include Foundations of SpaceTime Theories: Relativistic Physics and the Philosophy of Science; Kant and the Exact Sciences; Reconsidering Logical Positivism; A Parting of the Ways: Carnap, Cassirer, and Heidegger; Dynamics of Reason: The 1999 Kant Lectures at Stanford University; Immanuel Kant: Metaphysical Foundations of Natural Science; and The Kantian Legacy in Nineteenth-Century Science.

Shamit Kachru received an A.B. from Harvard and a Ph.D. from Princeton in theoretical physics. He was a Junior Fellow in the Harvard Society of Fellows and a faculty member at UC Berkeley before moving to Stanford in 1999. He is interested in quantum field theory and string theory, and their applications in particle physics, cosmology, and condensed matter physics. His past research has included foundational work on string compactifications and dualities; a classification of the spectrum of fluctuations of the most general singlefield models of inflationary cosmology; and the discovery of novel black hole geometries which may be holographically dual to strongly correlated phases of condensed matter. He has been recognized with a Department of Energy Outstanding Junior Investigator Award, Fellowships from the A.P. Sloan and David and Lucile Packard Foundations, the Bergmann Memorial Award, and the American Chapter of the Indian Physics Association Outstanding Young Physicist Prize.

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POLITICAL SCIENCE (POLISCI) 12N | 3 UNITS |

POLITICAL SCIENCE (POLISCI) 27N | 3 UNITS |

Climate Change and Conflict: Will Warming Lead to Warring?

Thinking Like a Social Scientist

olicymakers and scholars are increasingly interested in whether climate change and its associated effects could

countries. Will drought and rising temperatures lead to struggles over a dwindling supply of agricultural land? Will shortages of fresh water cause growing tension over access to rivers and lakes? Will rising sea levels cause mass Will social unrest arising from such stresses lead to violent efforts to topple governments or spill over across borders? In this seminar, we explore such questions as: How could the expected effects of climate change make civil or historically and today? What regions or countries are most at risk from these challenges, and why? Answering these questions requires that we not only think about the human and social impacts of climate change but also ask basic questions about what causes political violence within and between countries and how we can assess the contribution of different risk factors. Assignments will encourage that interest them and to gain familiarity with some of the methods that political scientists use to explore these issues systematically. new area of inquiry, without many settled answers, so this seminar presents an opportunity to explore what we know, what we do not yet know, and what we can do to further our understanding of this issue going forward. Kenneth Schultz is a professor of political emphasis on how domestic political choices. Current research projects examine the role of international legal commitments in resolving territorial

his seminar will consider how politics and government can be studied systematically: the compound term Political SCIENCE is not an oxymoron. The seminar will introduce core concepts and explore a variety of methodological approaches, but will focus primarily on problems of drawing conclusions from data. Are

d e l l e c n a C

accounts of politics and society. Morris Fiorina is the Wendt Family Professor of Political Science at Stanford University, and a senior fellow of the Hoover Institution. His research focuses on public opinion and elections. He has written or edited 12 books, including Culture War? The Myth of a Polarized America (three editions), which has been noted in more than 600 print and electronic outlets. In 2009 Fiorina published Disconnect: The Breakdown of Representation in American Politics. Fiorina has been elected to the American Academy of Arts and Sciences, the American Academy of Political and Social Sciences, and the National Academy of Sciences.

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Distinguished Teaching, he teaches courses on international relations and American foreign policy. Professor Schultz lives in Palo Alto with his wife and three sons. He enjoys hiking, camping, and travel and serves as an assistant scout master in his sons Boy Scout troop.

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PSYCHIATRY AND BEHAVIORAL SCIENCES (PSYC) 70N | 3 UNITS |

PSYCHIATRY AND BEHAVIORAL SCIENCES (PSYC) 77N | 3 UNITS |

Mind-Body Medicine A Global Perspective

Deviants in Literature

his seminar will provide an introduction to the science of Mind-Body Medicine. It is intended for students with general interests in matters of mind and health, as well as

FRESHMAN

biological/medical sciences. We will begin with a historical perspective and discuss how diverse cultures and schools scho sch o of medical thought from around the world orld orl d grapple gra gr apple with with the concept of Mind-Body Medicine. cin ci ne. Th Thi This is will be fo fol followed llowed by by clear and accessible overviews ervi erv iews of t the he ba bas basic sic eleme elements elemen nts and and functions functi of the n nervous, ervou er vous s, en end endocrine, docr ocri ine ne, , and and i immune mmu mm une sys systems syst tems and and of of how h multiple ultipl ple e biologi biological biologica cal ls systems ystems need to act act in concert to enable and support port life life and li and health. heal he alt th. We We will wil ill l then then di discuss the role of MindBody Medicine Med Me dic icin ine e in in the the context conte of modern Western and nonWestern estern ester n systems of medicine, while grappling with the pros and cons of each approach. The remainder of the seminar will focus on health-related effects of good versus bad stress, stress reduction, positive and negative emotions, exercise, the placebo effect, and disorders like anxiety and depression. Along the way, we will discuss how successful treatment for many disorders may depend on treating the whole person in

Mo

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any literary works are enhanced by, in fact demand, a psychological perspective in order to achieve a fully informed reading. To wit, Dostoevskys underground man is obsessed with the question, Whats better: cheap happiness or lofty suffering? Literary analysis bequeaths its own psychological tools. There are other examples. Thomas Manns, Death in Venice not only serves as the gold standard for the novella form, but as well contains among its many themes the darker dynamic of paraphilia. In Kafkas The Penal Colony, guilt searches for a validating crime. The Judgment continues another disturbing search. Truman Capote uses a journalistic style to manage horrible fact during In Cold Blood. In Joseph Conrads Heart of Darkness the description of a journey outward is more nearly an analysis of the journey inward. Flannery OConnor examines why A Good Man is Hard to Find. And Albees Zoo Story asks whether the man on the street is prepared to confront his own worst nightmare.

include engaged and consistent class participation, a brief

Firdaus Dhabhar is associate professor of psychiatry and behavioral sciences at Stanford University. He earned a double major in biology and government from Dartmouth College, and a Ph.D. in biomedical science from The Rockefeller University. His laboratory has discovered mechanisms by which short-term stress enhances immunity, while chronic stress suppresses/ dysregulates immune function. He has proposed that the fundamental but underappreciated survival mechanism that could be harnessed clinically to promote health and healing. Professor Dhabhars laboratory investigates the links between the brain and body system in the context of stress, depression, skin immunity, surgery, and cancer. He has served on committees at the National Academies of Science, and in elected and appointed positions for the Psycho-NeuroImmunology Research Society. Among his honors are the Psycho-NeuroImmunology Research Society Young Investigator Award (for outstanding contributions in basic and clinical research); and the neuroendocrinology). Professor Dhabhar enjoys working with undergraduate and graduate students in the classroom and in his laboratory.

John Van Natta is professor emeritus in psychiatry. For 20 years, he taught as an adjunct professor in humanities special studies. This course is one of the four he developed and offered at the interface of psychiatry and literature. As a forensic expert, he has over 10, 000 pages of opinions in the public domain. As a clinician, he has worked with all age groups, both as a psychotherapist and as a specialist caring for hospitalized

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PSYCHOLOGY (PSYCH) 16N | 3 UNITS |

PSYCHOLOGY (PSYCH) 26N | 3 UNITS |

Amines and Affect

ehavioral scientists have always acknowledged that rewards powerfully motivate and shape behavior, but only now are they beginning to understand how. The goal of this seminar is to look inside the black box of the cranium and examine the rapidly emerging findings on how the brain transforms sensory impressions into subjective value. Aspects of neuroanatomy, neurochemistry, and neurodynamics will be considered in research on humans and other mammals. This course is ideal for students that would like to get deeper exposure to cutting edge concepts and methods at the intersection of psychology and biology, and who plan to apply their knowledge to future research.

Language Acquisition: Exploring the Minds of Children

Brian Knutson is an assistant professor of psychology. His research focuses on the neural basis of emotional experience and expression in mammals, computational neuroscience, and functional magnetic resonance imaging. His laboratory work tests hypotheses derived from rodent and primate research suggesting that biogenic amines can modulate emotional experience at specific brain locales. Using a combination of functional magnetic resonance imaging, psychophysiological probes, and selfreport indices, his research group characterizes neural correlates of anticipation of reward and punishment in healthy humans. The group also plans to investigate affective function in patients with disorders of affect and addiction using these paradigms.

he capacity for language is in some sense in our genes, an extraordinary competence distinguishing humans from other species. Yet there is ardent debate about the role of biology in guiding language acquisition. Does language development follow an innate bioprogram, or does it build on more general, cognitive abilities, strongly influenced by early experience? Psycholinguists are interested in the complex mental processes underlying language use and in how communicative competence develops in very young language learners. Already in the first months of life, even before they understand that words have meanings, infants become specialists in the speech sounds of their native language, learning skills essential to the listening and speaking abilities that develop so dramatically in the second year. This seminar explores biological and experiential influences on the emergence of linguistic ability as children begin to learn a first language. Students will also gain experience with some of the experimental methods researchers use to explore infants mental processes and early social understanding. Discussions of theory and research will be enriched with visits to Stanford laboratories and by group projects involving observations of very young language learners.

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Anne Fernald graduated from Swarthmore College and, after living in Germany for several years, did her doctoral work in developmental psychology and psycholinguistics at the University of Oregon. She is an associate professor in the Department of Psychology and the Josephine Knotts Knowles Professor of Human Biology. Professor Fernald runs a research laboratory in the psychology department that focuses on language acquisition; she is involved with Stanfords interdisciplinary programs in Human Biology and Symbolic Systems. Her teaching, mentoring, and service to undergraduate education have been honored with Stanfords Dinkelspiel Award, the ASSU and Hoagland prizes for outstanding teaching, and the Cox Medal for mentoring undergraduates in research.

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RELIGIOUS STUDIES (RELIGST) 18N | 3-4 UNITS | CROSSLISTED: JEWISH STUDIES (JEWISHST) 18N

SOCIOLOGY (SOC) 22N | 3 UNITS |

Religion and Politics: Comparing Europe to the United States

The Roots of Social Protest

his course explores the relationship between religion and politics as it is understood in the United States and Europe. In recent years, this relationship has turned somewhat tense, in part because of the rise of Islam as a public religion in Europe, and in part due to the rising influence of religious groups in public culture. We will study the different understandings and definitions of the separation of church and state in Western democratic cultures, and the differing notions of the public sphere. Through case studies, we will investigate the nature of public conflicts, what particular issues lead to conflict, and why. For instance, why has the head covering of Muslim girls and women become politicized in Europe, and how? What are the arguments surrounding the Cordoba House in New York City, known as the Ground Zero Mosque, and how does this conflict compare to the controversies surrounding recent constructions of mosques in European cities? The course is interdisciplinary and comparative in nature. It considers historical, political, sociological, and religious studies approaches, introducing students to the particular perspectives of these disciplines. For resources we will draw on various forms of media, documentaries, and scholarly literature.

n this course, we will study the conditions under which social protest emerges and can become transformed into ongoing social movements. Examples include womens rights, civil rights, ecology, and antiwar and anti-globalization movements in the United States and elsewhere. We will review sociological theories to explain the timing, location, framing, and causes of mobilization, and will consider how researchers evaluate these theories. We will also compare tactics, trajectories, and outcomes of social movements as they have unfolded over time.

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Charlotte Fonrobert is an associate professor of religious studies, and is affiliated with the Programs in Urban Studies and Feminist Studies. She has served as a co-director of the Center for Jewish Studies from 2007 to 2011. Her first book, Menstrual Purity: Rabbinic and Christian Reconstructions of Biblical Gender, won an award for best first book and was a finalist for a National Jewish Book Award. She has co-edited the Cambridge Companion to the Talmud and Rabbinic Literature. Her research interests in religious studies are rabbinic literature, gender studies, ritual studies, and most recently the relationship between religion and politics.

Susan Olzak, a professor of sociology, has written three books on race and ethnic relations. She has done research on the antiforeigner movement in Germany, the antibusing movement in the United States, the womens movement in the United States and Germany, and racial civil rights protest in the United States and South Africa. She collects original data on protest and conflict events using daily newspaper accounts and then uses this information to analyze explanations about the timing, nature, and duration of collective action. Her current research projects the impact of domestic and environmental protest on environmental legislation in the U.S. Congress, and a cross-national analysis of the impact of globalization on ethnic conflict.

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THEATER AND PERFORMANCE STUDIES (TAPS) 12N | 3-5 UNITS | CROSSLISTED: CLASSICS (CLASSGEN) 6N

To Die For Antigone and Political Dissent

his seminar focuses on Sophocles great tragedy, Antigone. We approach the play from three perspectives: the character Antigone as an archetype of political dissent; the story of her struggle in relation to modern approaches to social change; and the individual moral question of what is worth dying for. In addition to Sophocles play, we will study modern dramatic and filmed versions of the Antigone story, including works by Bertolt Brecht (Nazi Germany), Jean Anouilh (occupied France), Athol Fugard (apartheid South Africa), Tom Paulin (Northern Ireland during the troubles), Margarethe von Trotta (Europe during the red brigades), Janus Glowacki (Antigone and homelessness), and A. R. Gurney (U.S. college protests). We then will consider Antigone as a touchstone for understanding workers struggles in the United States (documentary films by Barbara Kopple), and political resistance in Guatemala (readings by Rigoberta Menchu and Jennifer Harbury). Short excerpts on the ethical importance of political dissent will help us understand how an ancient text like Antigone can illuminate contemporary issues such as the status of women, environmental sustainability, economic and social justice, and resistance to illegitimate political authority.

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Rush Rehm, professor of drama and classics, works extensively in the area of Greek tragedy. His books include Aeschylus Oresteia: A Theatre Version; Greek Tragic Theatre; Marriage to Death: The Conflation of Wedding and Funeral Rituals in Greek Tragedy; The Play of Space: Spatial Transformation in Greek Tragedy; andRadical Theatre: Greek Tragedy and the Modern World. He teaches courses on dramatic literature of various periods, and teaches acting and directing to drama students.

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CHEMISTRY (CHEM) 25Q | 3 UNITS | CROSSLISTED: THEATER AND PERFORMANCE STUDIES (TAPS) 25Q

Science-in-Theatre: A New Genre?

COMPARATIVE LITERATURE (COMPLIT) 51Q | 4 UNITS | CROSSLISTED: AMERICAN STUDIES (AMSTUD) 51Q/ COMPARATIVE STUDIES IN RACE AND ETHNICITY (CSRE) 51Q

cientists operate within a type of tribal culture where rules, mores, and idiosyncrasies are not taught through specific lectures or books but, rather, are acquired through a form of intellectual osmosis in a mentordisciple relationship. Is that also the reason why, until recently, scientists were hardly ever normal characters in plays other than being represented as Dr. Frankensteins or nerds? But during the past dozen years, more and more intellectually challenging plays have appeared on the Anglo-American theatre scene in which scientific behavior and even science are presented accurately. Has this happened because of didactic motivation on the part of some playwrights or because the intrinsic theatricality of science and its metaphoric significance has been recognized? These issues will be discussed and partially viewed (via videos in the instructors San Francisco home on Monday evenings, with dinner included) through an examination of a number of plays, some of which were written by the instructor. A short play-writing experiment will also be conducted. Carl Djerassi is a writer and professor of chemistry emeritus at Stanford. He is one of two American scientists to have been awarded both the National Medal of Science (for the first synthesis of a steroid oral contraceptive the Pill) and the National Medal of Technology. He is also a member of the National Academy of Sciences and many other academies, as well as recipient of 26 honorary doctorates. For the past two decades, he has turned first to fiction writing, mostly in the genre of science-in-fiction, whereby he illustrates the human side of scientists, and subsequently to play-writing with an emphasis on science-in-theatre. Most of his novels, Cantors Dilemma; The Bourbaki Gambit; Marx, Deceased; Menachems Seed; NO), short stories (The Futurist and Other Stories) autobiography (The Pill, Pygmy Chimps, and Degas Horse), poetry (A Diary of Pique), and a memoir (This Mans Pill: Reflections on the 50th Birthday of the Pill) were written in Europe (London & Vienna), where he resides for part of each year. He has written nine plays, which have cumulatively been translated into 20 languages and also published in book form, as well as broadcast by the BBC World Service, NPR, and German and other radio services. His most recent book is Chemistry-in-Theatre (2012). Djerassi is the founder of the Djerassi Resident Artists Program in Woodside, which provides residences and studio space for artists in the visual arts, literature, choreography and performing arts, and music. Over 2, 000 artists have passed through the program since its inception in 1982. For further background on his plays, see djerassi.com.

Comparative Fictions of Ethnicity

Prerequisite: completion of PWR1. s social creatures, we may know who we are. How does our sense of self shape our interactions with those around us? How does literature provide a particular medium not only for self-expression but also for meditations on the construction of the self? Dont we tell stories in response to the question, Who are you? We give our lives flesh and blood when telling how we process the world. How does this universal question (Who am I?) change when we add the qualifier ethnically before it? A key part of understanding ethnicity is that it is relational, defined against another ethnicity, and that it never stands alone; it helps us diagnose larger social and historical issues. Another key point is that of relationship changes within historical movements: they are not entirely static or natural, and neither is our sense of who and what we are. We will embark upon an inquiry into both the formal and aesthetic properties of literary works and their location in our social, political, cultural, and personal lives. We will explore how identity, national character, ethnicity, and gender evolved to become central to our sense of ourselves. This course is especially designed to build your writing and oral presentation skills. Writing is a mode of thinking. Polishing your writing goes hand in hand with making you a more critical and imaginative thinker. This course fulfills the second-level Writing and Rhetoric Requirement (Write-2) and emphasizes oral and multimedia presentation. David Palumbo-Liu is a professor of comparative literature and, by courtesy, English. He has written extensively on race, ethnicity, and literature, and is especially interested in how these issues affect culture, society, and individual identity. Professor Palumbo-Liu has taught at Stanford for 20 years. He very much enjoys the opportunity that Introductory Seminars give him to work closely with students.

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COMPARATIVE MEDICINE (COMPMED) 88Q | 3 UNITS |

Blood Cells The Basics

our bone marrow produces approximately 500 BILLION new blood cells each day. The cells in the blood are essential for survival, and the body expends a large amount of resources in maintaining these cells. In this seminar we will examine some critical questions including: Why does the body have such a tremendous need for blood cells? What vital functions do they perform and why do they die? How do blood cells differ between humans and other animal species, particularly mammals but also other vertebrates such as birds? We will break down the three basic blood cell types (white blood cells, red blood cells, and platelets) along with white blood cell subtypes, and look at the microscopic appearance of these cells in various species. We will also discuss some common abnormalities of blood cells and the shifts that occur with several major diseases. At the end of this class, you will have a basic understanding of hematology in human and animal species, including the microscopic appearance of blood cells and their role in health and disease. Our seminar will be a combination of discussion, lecture, and projected microscopy, and will include a final paper. Students planning to pursue human/veterinary medicine or biomedical research, or simply wanting to understand more about this vital function of the body, are welcome to apply. Jennifer Johns is a veterinary clinical pathologist and faculty member in the Department of Comparative Medicine. She received her B.S. from UCLA, and her D.V.M and later Ph.D. from UC Davis. She completed clinical pathology residency training at UC Davis and obtained board certification from the American College of Veterinary Pathologists in 2007. Her background includes years of experience as an emergency veterinarian and as a diagnostic pathologist for domestic and exotic animal species. Her primary research focus is on alterations in hematopoiesis (production of blood cells) during tick-borne bacterial infections, with a specific emphasis on neutrophil dysregulation in granulocytic anaplasmosis. Her related and collaborative work is on changes in hematopoietic stem cells during infectious and inflammatory diseases. She oversees the Diagnostic Laboratory in the Veterinary Service Center in the School of Medicine.

ENVIRONMENTAL EARTH SYSTEM SCIENCE (EESS) 57Q | 3 UNITS | CROSSLISTED: EARTH SYSTEMS (EARTHSYS) 57Q

Climate Change from the Past to the Future

he Earth is undergoing rapid climate change as a result of anthropogenic loading of the atmosphere with greenhouse gases. Our understanding of the effects of global warming come from (1) numeric models that attempt to predict how climate will respond to the expected increase of greenhouse gases, and (2) studies of paleoclimate during times in Earths history when greenhouse gas concentrations were elevated with respect to current concentrations. These two approaches do not always agree as to how Earth responds to increases in greenhouse gases. This seminar examines the predicted scenarios of climate models and how they compare to known hyperthermal events in Earths history. We will examine the interactions and feedbacks among Earths biosphere, hydrosphere, atmosphere, and lithosphere. Our topics include the longand short-term carbon cycle, the coupled biogeochemical cycles affected by and controlling climate change, and how the biosphere responds to climate change. We will also discuss possible remediation strategies. WINTER SOPHOMORE

Page Chamberlain received his Ph.D. in geology and geophysics from Harvard in 1985. He was a professor at Dartmouth College for 14 years before moving to Stanford in 2001. His research is in the broad area of isotope biogeochemistry, and it focuses on a wide variety of problems such as the link between climate and the origin of mountainous regions, the relationship between surface processes and tectonics, the chemical weathering of rocks, and isotopic studies of bird migration and the paleoecology of California condors. He has worked extensively in the northern Appalachians, Rocky Mountains, Sierra Nevada, Tibet and the Himalayas, and the Southern Alps of New Zealand.

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FEMINIST STUDIES (FEMGEN) 153Q | 4-5 UNITS |

Creating the Gendered Story

Prerequisite: completion of PWR1. Students with a background in reading literary prose will find the course most valuable. An interest in gender issues will be very helpful. All genuinely interested students are welcome to apply.

GEOLOGICAL AND ENVIRONMENTAL SCIENCES (GES) 55Q | 3 UNITS |

The California Gold Rush: Geologic Background and Environmental Impact

Prerequisites: completion of PWR1. Preference to students who have completed an introductory geology course.

SOPHOMORE

e will explore novels, stories, memoirs and micronarratives in which gender plays a major role. The texts are by writers of varied genders and sexual orientations as well as varied class, racial and national backgrounds. Written assignments present a mixture of academic and creative options. Students will write essay seminar presentations, term project strategies, revision plans, original narratives (creative writing), final projects, etc. Students will use such tools as close reading, research, analysis and imagination. The learning goals include a serious exploration of individual students creativity, a more nuanced appreciation of diverse literatures and a stronger understanding of the multifaceted nature of gender, race and class. Students will develop their abilities to write well-argued papers. They will stretch their imaginations in the creative writing assignments. And they will grow more confident as public speakers and seminar participants. This course fulfills the second-level Writing and Rhetoric Requirement (Write-2) and emphasizes oral and multimedia presentation.

he California Gold Rush of 1848-49 resulted in the largest mass migration in American history. This seminar will investigate: (1) the geologic processes that led to concentration of gold in the river gravels and rocks of the Mother Lode region of California; (2) methods of mining and ore extraction; (3) the environmental impact of the population increase and mining operations, including the effects of placer mining on the landscape, rivers, and fisheries, and the impact of the concentration of arsenic and mercury in surface sediments and soils due to hard-rock mining and milling operations; and (4) the social, cultural, and economic consequences of the Gold Rush. Assignments for the course include short essays and geologic maps, a research paper, and a formal oral presentation. This course fulfills the second-level Writing and Rhetoric Requirement (Write-2) and emphasizes oral and multimedia presentation.

Valerie Miner is the award-winning author of 14 books. Her novels include Traveling with Spirits, After Eden, A Walking Fire, Winters Edge, and Blood Sisters. Her short fiction books include Abundant Light, The Night Singers, Trespassing, and Movement. Her collection of essays is Rumors from the Cauldron: Selected Essays, Reviews, and Reportage. The Low Road: A Scottish Family Memoir, was a finalist for the PEN USA creative nonfiction award. Abundant Light was a fiction finalist for the Lambda Literary Awards. Professor Miner has had Fulbrights to India, Tunisia, and Indonesia, and has won a distinguished teaching award. Her website is valerieminer.com

Dennis Bird, raised in the Mother Lode region of California, has a lifelong interest in the California Gold Rush. A graduate of UC Berkeley, he has taught geochemistry at Stanford for 29 years. His research focuses on the chemical and physical processes related to water-rock reaction in Earths crust, and the geologic consequences of lifes metabolic processes. His research group investigates the properties of solution-mineral reactions to predict the nature of elemental mass transfer by reactive fluids. Recent efforts focus on the environmental geochemistry of chromium and arsenic, geologic CO2 sequestration, and paleoclimate proxies preserved in volcanic ash in Greenland and Iceland. Professor Birds geo-biology research focuses on the geologic consequences of photosynthesis on early Earth, specifically processes leading to the rise of continents, and the effects of syn-pandemic fire suppression and reforestation in tropical America on atmospheric CO2 during the European conquest.

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HEALTH RESEARCH AND POLICY (HRP) 89Q | 3 UNITS |

HISTORY (HISTORY) 44Q | 4-5 UNITS |

Introduction to Cross Cultural Issues in Medicine

Gendered Innovations in Science, Medicine, and Engineering

Prerequisite: completion of PWR1.

of health by examining key concepts such as ethnicity, immigration, health care service expectations, and language barriers. The purpose of this class is twofold. First, the course will provide insight on how cultural differences are of practical concern to the future health professional. Second, the seminar is designed to teach cross-cultural medical competencies needed to effectively serve diverse populations in the medical setting. We will critically analyze the impact of cultural background in doctor-patient consultation and in the health care system at large. Irene Corso is originally from Caracas, Venezuela. She received her Ph.D. in education from Stanford. As a senior lecturer in the Department of Health Research and Policy and the Language Center, her areas of expertise include coordinating and teaching the medical Spanish program in the School of

medicine, and engineering? Would science be different if more women were involved? This course analyzes current

Gendered Innovations, which examines how sex and gender analysis can enhance science and technology. technology technolog y. We will look at concrete examples of how taking gender into account has yielded important new research results in medicine, medicine , biology, biology biolog y, engineering, engineering, and archaeolog archaeology. Questions remain concerning whether gender analysis has anything to offer physics physics, mathematics mathematics, computer science, or chemistry. Finally, we examine the many efforts underway nationally and internationally to transform science, medicine, and

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this topic, go to: genderedinnovations.stanford.edu/ what-is-gendered-innovations.html. Classes consist of lively discussions of selected readings plus sessions with WINTER

sociology of health and cross-cultural medicine. She also conducts project evaluations in the areas of health care delivery and patient satisfaction, and develops programs in the area of international medicine. Professor Corso thoroughly enjoys serving as a student advisor and as a mentor, and spending time with her family.

Requirement (Write-2) multimedia presentation.

and

emphasizes

oral

and

Londa Schiebinger is the John L. Hinds Professor of History of Science, and the director of the Gendered Innovations in Science, Health & Medicine, and Engineering Project. She is a leading international expert on gender in science and works on this topic with both the United Nations and the European Union. The Mind Has No Sex? Women in the Origins of Modern Science; Natures Body: Gender in the Making of Modern Science; Has Feminism Changed Science?; Gendered Innovations in Science and Engineering. For more information, visit Professor Schiebingers website at: stanford.edu/dept/HPS/schiebinger.html.

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HISTORY (HISTORY) 48Q | 3 UNITS | CROSSLISTED: AFRICAN AND AFRICAN AMERICAN STUDIES (AFRICAAM) 48Q

HUMAN BIOLOGY (HUMBIO) 86Q | 3 UNITS |

Love as a Force for Social Justice

South Africa: Contested Transitions

Prerequisite: completion of PWR1.

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he inauguration of Nelson Mandela as president in 1994 marked the end of a way of life for South Africa. Or did it? Most South Africans finally became citizens in their own country, and their new constitution guaranteed equality, promising redress for injustices of the past. The imagination and resilience that characterized opposition to minority rule could now be turned to reconstruction and development. Yet much remained the same. Laws, administrative rules, common practices, and interpersonal expectations all reflected the legacy of discrimination and racism. Reconstructing South Africa requires confronting sharply contested transitions. How, for example, should government be organized? Will the new local authorities facilitate popular participation or entrench elite privilege? What are the roots of the current situation, and how do they shape future possibilities? These and related questions will frame our exploration of South Africas social history, especially efforts to create a nonracist, nonsexist, democratic society. This course fulfills the second-level Writing and Rhetoric Requirement (Write-2) and emphasizes oral and multimedia presentation.

his course will explore the concept of love as a force for social justice and action, and as the inspiration for service and the application of knowledge to positive social justice. We will discuss biological, psychological, religious, and social perspectives of love, drawing on the expertise of people from a variety of disciplines. In the course of the quarter, the following topics will be addressed: kinds of love/definitions; nonviolent communication; love and the biology of the brain; love as a basic concept of religious beliefs (Buddhism, Christianity, Hinduism, Islam, Judaism); and artistic and poetic expressions of love as a social force. One of the goals of the class is to provide students with some knowledge of the literature of love, as well as a sense of the importance of love as a key phenomenon in creating community, connection, and functional societies among humans.

Joel Samoff, who has a background in history, political science, and education, studies and teaches about development and underdevelopment, primarily focused on Africa. He has been a faculty member at the Universities of Michigan, California, and Zambia, and has taught in Mexico, South Africa, Sweden, Tanzania, and Zimbabwe. Concerned with public policy, research, and links between the two, he works with international agencies involved in African education: with UNESCO to coordinate analyses of aid-funded education research in Africa and with the Dutch government to manage a global evaluation of aid to education. He has studied education policy-making in South Africa. Awarded an honorary doctorate by the University of Pretoria in 2005, he chairs the International Advisory Council of the University of the Free State. Affiliated with Stanfords African Studies Center, Professor Samoff has directed several summer seminars on South Africa, both at Stanford and in Cape Town. Among his publications are a co-edited book on microcomputers in Africa and articles on Chaos and Certainty in Development and Education for All in Africa: Still a Distant Dream.

Anne Firth Murray, a New Zealander, was educated at the University of California and New York University in economics, public administration, and political science, focusing on international health policy and womens reproductive health. For 25 years she has worked in philanthropy, serving as staff, board member, and consultant to many foundations. From 1978 to 1987 she directed the environment and international population programs of the William and Flora Hewlett Foundation. She is the founding president of the Global Fund for Women, which is committed to womens wellbeing. She is a consulting professor in human biology at Stanford. She serves on boards and councils of nonprofit organizations including Commonweal, Global Force for Healing, and Global Justice Center. She is the author of Paradigm Found: Leading and Managing for Positive Change and From Outrage to Courage, on the unjust and unhealthy situation of women in poorer countries. Professor Murrays personal interests include gardening, beekeeping, and writing.

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HUMAN BIOLOGY (HUMBIO) 91Q | 3 UNITS |

HUMAN BIOLOGY (HUMBIO) 96Q | 3 UNITS |

Neuroethology: The Neural Control of Behavior

Prerequisite: knowledge of basic biological principles. nimal behavior tells us about the evolution of behavioral adaptations. However, understanding how behavior is controlled by the nervous system is a significant challenge. Through discussion and critique of original research papers, students in this seminar will analyze the origins and development of the study of animal behavior and its neural basis. By asking why and how research studies were done, students will learn about the scientific process. This means learning to read original scientific articles, write critiques, and make regular presentations about specific topics. There will be a final presentation in which students will choose a single system to study in detail and interpret data about that system. There will be a visit to a neuroethological laboratory to see firsthand how this work is done. Russell Fernald is professor of biology and the Benjamin Scott Crocker Professor of Human Biology. He joined the Stanford faculty in 1991 from the University of Oregon, where he was a founding member and director of the Institute for Neuroscience. His research focuses on how social behavior influences the brain. Professor Fernald has been awarded Stanfords Bing Prize for innovation in teaching, the Cox Medal for contributions to research by undergraduates, and the Dinkelspiel Award for distinctive contributions to undergraduate education. For his research on how behavior influences the brain, he was awarded a Jacob Javits Award from the National Institutes of Health. In 2003, Professor Fernald was named the Mimi and Peter Haas University Fellow in Undergraduate Education. In 2004, he was awarded the Rank Prize for his contributions to optoelectronics and vision.

Injustice, Advocacy, and Courage: The Path of Everyday Heroes

his course will study the paradigms of people of courage, action, and energy who have fought against injustice by advocating for causes despite great odds. The focus will be on everyday people who have taken action, often at great personal risk, not for ambition but because of their convictions and steadfast commitment to their beliefs. The first part of this course will consider persons and advocacy groups in terms of their origins, achievements, and methods, and will include class meetings with representatives of groups that we are studying. Our planned subjects are Partners in Health; Equal Justice Initiative and Southern Center for Human Rights (concerning the death penalty and rights of indigent defendants); groups involved in the rebuilding of New Orleans post-Katrina; juvenile justice; free speech in public schools; and FACE AIDS. The second part of the course will examine abortion and gay/ lesbian rightstwo issues where not only are both sides passionately committed to their positions, but also where each side believes that its position is supported by science and objective evidence. We will consider the need for civil discourse, the appreciation of opposing convictions, and the possibilities for dialogue and progress. Speakers from all sides will attend class sections, and the discussions will connect the involvement of everyday persons in these issues to the exercise of courage.

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Bill Abrams is a consulting professor and a partner in the international law firm Bingham McCutchen LLP. He teaches courses in policy, constitutional law, and science and the law. He has tried public interest and other cases throughout the United States, and has been lead counsel in death penalty, educational rights, and other cases. He works with the Stanford Law School Youth Education Law Clinic and sponsors the Edith and Norman Abrams Fellowships in Public Interest Law at the Haas Center. He received a B.A. in humanities from Stanford in 1976 and a J.D. from Santa Clara University in 1979.

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MANAGEMENT SCIENCE AND ENGINEERING (MS&E) 92Q | 3 UNITS |

MATHEMATICS (MATH) 87Q | 3 UNITS |

International Environmental Policy

Mathematics of Knots, Braids, Links, and Tangles

Prerequisite: MATH 51.

his seminar is an introduction to the science, economics, and politics of international environmental policy. We will use the current set of negotiations on global climate change as a case study throughout the course, although 10 international environmental issues also will be covered in some depth. The interested student will not need any prerequisites to participate in the course. Course materials will be self-contained and drawn from material the instructor has used in briefing international negotiators and the U. S. Congress.

John Weyant is a professor of management science and engineering, director of the Energy Modeling Forum (EMF), and deputy director of the Precourt Institute for Energy at Stanford. He is a senior fellow of the Freeman Spogli Institute for International Studies and the Woods Institute for the Environment at Stanford. He has been a convening lead author or lead author for the Intergovernmental Panel on Climate Change (IPCC), and most recently served as a review editor for the climate change mitigation working group of the IPCCs fourth assessment report. He is active in the debate on climate change policy through the Department of State, the Department of Energy, and the Environmental Protection Agency. In California, he is a member of the California Air Resources Boards Economic and Technology Advancement Advisory Committee (ETAAC). Professor Weyant was awarded the United States Association for Energy Economics 2008 Adelmann-Frankel Award for unique and innovative contributions to the field of energy economics. He was honored in 2007 as a major contributor to the Nobel Peace Prize awarded to the IPCC.

n this seminar, students will investigate several questions involving knots, braids, and other similar objects. We will explore some interesting types of knots and learn how they can be distinguished from one another by means of numerical or polynomial invariants. All knots and links occur as boundaries of two-dimensional surfaces in space, so the seminar will include an introduction to the topology of surfaces. We will study both the geometry and algebra of braids, including their relationships to knots and links. Topics for further investigation might include applications of concepts from knot theory to biology, chemistry, and physics. Wojciech Wieczorek received his Ph.D. at Michigan State University. He has taught at the University of Georgia, University of Wisconsin at Madison, and at Stanford since 2004. Earlier in his career, while working at University of Gdansk, he taught geometry at a high school there. His research interest is in three- and fourdimensional manifolds. Knots play a significant role in these areas.

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MEDICINE (MED) 86Q | 2 UNITS |

NEUROSURGERY (NSUR) 70Q | 2 UNITS |

Seeing (and Tracking) the Heart

Experimental Stroke

he purpose of this course is to introduce students to biomedical technology, science, clinical medicine, and public health through the topic of cardiovascular imaging and monitoring. Cardiovascular disease remains the number one health problem in the United States. At the same time, we are seeing rapid progress in cardiovascular technology, both imaging and mobile health, which is revolutionizing the practice of medicine. There are now invasive and noninvasive techniques to detect heart disease at its earliest stagesliterally to see inside the heart and blood vessels. We are also continuing to learn about the biology of cardiovascular disease, which may allow for more sophisticated molecular imaging. We also face the public health challenge of how to leverage mobile health technology to monitor the heart and motivate healthy behaviors and early detection for disease prevention. This seminar will combine class discussions with hands on laboratory and clinical experiences. Specifically, we will discuss the common forms of heart disease, how they develop, and why they affect so many people; introduce the wide range of technologies that are in use or development for diagnosing heart disease (e.g., ultrasound, CT, MRI, PET, optical); visit numerous imaging centers in Stanford and at Stanford Hospital (e.g., echo lab, cath/angio lab, MRI and CT scanners, molecular imaging center); and evaluate multiple mobile health devices and apps for activity and disease monitoring.

troke is one of the leading causes of human morbidity and mortality worldwide. In the United States alone, a stroke occurs every 40 seconds. You might have been heartbroken when it ruined the life of a loved one, or you might have heard of or witnessed how stroke affected other people. How do you know if you or someone in your family is at risk? Stroke occurs when the blood supply to the brain is cut off and it involves at least four basic components: the brain, the blood vessels, the blood contained in the blood vessels, and the heartthe pump that delivers blood into the brain. Stroke can result in brain infarction (tissue death), which can lead to death or disability in the patient. To understand it, we will examine the relationships between the brain, blood, blood vessels, and heart. We will explore how injury to brain structures alters neurological function. One such example is aphasia, a language disorder seen in stroke patients. We will also discuss in depth the cellular and molecular mechanisms of neuronal death and survival in the brain after stroke. We will introduce experimental tools for stroke treatment, such as gene therapy, cell therapy, hypothermia, pre-conditioning, post-conditioning, and other pharmacological treatments. Importantly, this seminar will give students first-hand knowledge about how stroke research is conducted. Students will have the opportunity to learn how stroke models are created in the laboratory. You will be invited to our laboratory to observe closely how surgery is performed. You are strongly encouraged to ask any questions you have at any time, thus navigating the direction of the class. Heng Zhao is a research assistant professor in the Department of Neurosurgery. His research interest is to explore novel neuroprotectants that have potential for clinical translation and to study the underlying cellular and molecular mechanisms. His lab is the first to demonstrate that ischemic postconditioning reduces infarction after stroke, and that remote pre-conditioning protects against focal ischemia in rats. He received his postdoctoral training from Stanford. He received his Ph.D. from Nihon University, School of Medicine in Tokyo, Japan, and his B.S. and M.S. from the West China University of Medical Sciences in Chengdu, China.

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Michael McConnell is a professor of medicine (cardiovascular) and electrical engineering, by courtesy, as well as codirector of Noninvasive Imaging and director of preventive cardiology in the Division of Cardiovascular Medicine at Stanford. He received his B.S. and M.S. in bioelectrical engineering from MIT and his M.D. from Stanford. His clinical and research interest is in developing technologies to improve the detection and treatment of cardiovascular disease, particularly at earlier stages. He divides his time between clinical cardiology and research, with projects ranging from imaging cardiovascular disease in animal models and patients, to cardiovascular mobile health applications, as well as teaching in cardiovascular physiology and molecular imaging.

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ORTHOPEDIC SURGERY (ORTHO) 97Q, | 3 UNITS | CROSSLISTED: HUMAN BIOLOGY (HUMBIO) 97Q

PSYCHIATRY AND BEHAVIORAL SCIENCES (PSYC) 78Q | 3 UNITS |

Sport, Exercise, and Health: Exploring Sport and Exercise Medicine

Prerequisite: completion of PWR1.

Mental Health in Collegiate Athletes

Prerequisite: none, but participation in elite sports is helpful.

SOPHOMORE

port and exercise medicine is a body of knowledge at the interface between function and performance, health and competition. For this reason, the clinical practice of sports medicine is a high-stakes endeavor that aims to balance health and ethical concerns with the demands inherent in sport. For many, sports medicine is understood to be a specialized service provided to elite athletes. While sports medicine had its origins in providing care to elite and professional athletes, medical advances developed in treating these athletes can also exert a profound effect on the nature and quality of care provided to the broader, noncompetitive community. The most powerful contribution from sports medicine has yet to be made: the public-health mandate to harvest the knowledge and resources associated with the medical care of elite athletes on behalf of a much broader population. Topics covered in this seminar include musculoskeletal injuries, medical conditions associated with sport and exercise, exercise and health, ethics, coaching, womens issues, and human performance. The material presented will involve actual cases, lectures, debates, presentations, and discussion. An emphasis is placed on critical thinking. Requirement (Write-2) and will emphasize oral and multimedia presentation. Note: Seminar is also offered in fall and spring quarters. Gordon Matheson grew up in Canada and received his M.D. from the University of Calgary and Ph.D. from the University of British Columbia. At Stanford since 1994, he is professor of orthopedics and director of the Sports Medicine Program. Dr. Matheson is former chief of the Division of Sports Medicine in the medical school and has been a team physician at the Olympic Games and in the National Hockey League.

his course will focus on developmental, psychological, and performance issues in elite collegiate athletics. We will cover a range of topics that are important to both male and female student athletes and can help them

include time management, management, optimizing mental toughness and competitiveness competitiveness, , coping with injuries, injuries, and preparing for the future. future. The course will use the problem-oriented approach employed in medical schools. schools. Students will read material about each weeks week week s topic area; this will serve as the jumping-off point for discussion and guided independent research. research . Each class will include presentations by Dr.

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g n i r p S o t ved

material they have researched and then discuss questions that arose during the research. A strong emphasis is placed on class participation. Hans Steiner, a professor of psychiaemeritus, is an international expert on human development and developmental approaches to psychopathology. He is especially interested in disorders of aggression, eating, anxiety, and mood. He has published over 500 papers, books, and abstracts, and has received numerous awards for his research and teaching. He regularly provides keynote addresses to professional and lay organizations in the United States, Europe, Asia, and Australia.

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PSYCHIATRY AND BEHAVIORAL SCIENCES (PSYC) 81Q | 3 UNITS |

STRATEGIC MANAGEMENT (STRAMGT) 110Q | 3 UNITS |

Fate of Orphans and Vulnerable Children in Sub-Saharan Africa: The HIV/AIDS Pandemic

Making Sense of Strategy

his course will discuss the nature of the AIDS pandemic, issues around testing and treatment of HIV/AIDS, and the impact of trauma and loss on orphans and vulnerable children. Ninety percent of all children worldwide who are HIV+ are in sub-Saharan Africa. In addition, 90 percent of all children worldwide whose death is attributable to AIDS and who are orphaned by parents dying of AIDS are found here. This highlights why sub-Saharan Africa is the focus of such intense international effort to reduce HIV transmission and to provide treatment for and protect children made vulnerable by the AIDS pandemic. We will examine the effect of stigma, culture, and resources/interventions on the psycho-social wellbeing of these children. Representatives from international NGOs will speak to the class about their efforts in this region and explain why these efforts are largely directed to small community projects to provide support and developmentally appropriate housing.

Daryn Reicherter, M.D., is a clinical faculty member in the Department of Psychiatry and Behavioral Sciences and the mental health director for several programs that serve the homeless population in the mid-Peninsula area. He has co-edited a book on public health/ mental health effects of the Khmer Rouge, Cambodias Invisible Scars: Trauma Psychology in the Wake of the Khmer Rouge. Dr. Reicherter has an interest in cross-cultural trauma psychiatry. He works clinically with traumatized refugees from diverse regions of the world now living in the Bay Area. Hugh (Brent) Solvason is associate professor of psychiatry and behavioral sciences. He is also the medical director for Psychiatric Interventional Therapies, and assistant director of the Psychopharmacology and Depression Research Clinics. In 2005, he and Dr. Reicherter worked in Indonesia with vulnerable children affected by the Indian Ocean tsunami of 2004. Last spring he taught a course on vulnerable children in the Bing Overseas Study Program in Cape Town and developed a service learning experience in a township for his students. His current focus is the use of innovative brain stimulation technologies to treat clinical depression that has not responded to usual care.

et the strategy right, and the chance for success is great. Nowhere is this more evident than in todays world of major challenges. Strategy is at the heart of problem solving and achieving objectives, yet few people can define strategy, much less understand how to conceptualize, design, and execute effective strategies that yield the best outcomes. This course will meet once a week to focus on interesting and engaging case studies, each of which illustrates a key ingredient of strategy. Some are wellknown historical events, while others are less obvious, but all have a strategic lesson to share. They are quite diverse, from the planning of a high-risk rescue in the Colorado Rockies, to a product crisis in a Fortune 500 company, to a little-known failed military mission of WWII, to a commercial airline disaster. The ability to think through challenging and varied scenarios is both instructive and mind-stretching. There will be some pre-reading on each case study, and there may be a field trip for students to put their lessons into practice. The course is designed to be highly interactiveall to enable students to unravel the mystery and power of strategic thinking. Students will also have the opportunity to select and analyze a case reflecting interests of their own. This course can help students not only prepare for a career in a range of fields, but also as they meet the challenges of their current coursework. Problem-solving skills are central in every walk of life. This seminar can help students build a stronger foundation for sound decision-making.

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David Demarest is the vice president for public affairs at Stanford University. He has held senior positions in the fields of politics, government, business, and education. He served four years as an assistant to President George H.W. Bush and member of the White House senior staff, including as White House communications director. This followed his role as communications director of the 1988 Bush Presidential Campaign. Later, he served as executive vice president at BankAmerica Corp. and then as executive vice president for global corporate relations and brand management at Visa International. He founded AspenLine Reputation Strategies, a specialized reputation management and communications consulting firm. He also serves on the boards of the George Bush Presidential Library Advisory Council, and the Public Affairs Council in Washington, D.C. In addition to lecturing at the Stanford Graduate School of Business, he enjoys backpacking, skiing, and creative writing.

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SURGERY (SURG) 70Q | 3 UNITS |

SURGERY (SURG) 72Q | 3 UNITS |

Surgical Anatomy of the Hand: From Rodin to Reconstruction

Anatomy in Society

he surgical anatomy of the hand is extremely complex in terms of structure and function. This course will explore the anatomy of the hand in several different contexts: its representation in art forms, the historical development of the study of hand anatomy, current operative techniques for reconstruction, advances in tissue engineering, and the future of hand transplantation. We will trace investigations into the anatomy of the hand over the centuries. We will visit the Rodin collection of hand sculptures at the Cantor Art Museum, do anatomic dissections on a cadaver upper extremity, hear lectures on hand reconstruction, tour tissue engineering research laboratories, and get tutorials inside the operating room to observe actual hand reconstruction procedures.

James Chang is a professor of plastic surgery and orthopedic surgery and chief of the Division of Plastic and Reconstructive Surgery at Stanford. He has a B.A.S. from Stanford, and spent a year as a lecturer in English at the Beijing University of Science and Technology. He graduated from Yale Medical School and then completed a residency at Stanford. His research interests include modulation of Transforming Growth Factor-Beta in scarless flexor tendon wound healing and tissue-engineered flexor tendon grafts for hand reconstruction. He is the recipient of numerous grants, an associate editor for several journals, and has been research director for the American Society for Surgery of the Hand. Dr. Chang lives on the Stanford campus with his wife and daughters.

his course is for undergraduates who want to expand their understanding of the influence of human anatomy on the design of commercial products and competitive activities such as: automobile and furniture design, sports clothing and shoe design, robotics and dance, and choreography. Students will learn how societal advancements have evolved to increasingly accommodate human form and function. Guest speakers are experts in their fields of design, architecture, and sports. The laboratory component exposes students to human anatomy via cadaver material, 3D digital images, the 3D dissection table and models. By the end of this course, students will be able to: describe the concepts of anatomically correct automotive and furniture design; explain how thoughtfully choreographed dance incorporates proper joint and muscle movement; describe how robotics simulate human movement; explain how joint prosthesis aids in joint movement; describe how specific muscle group development aids in the execution of specific sportrelated movements; and deliver a final presentation using proper communication skills.

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Sakti Srivastava is an associate professor, Department of Surgery, and chief, Division of Clinical Anatomy at the Stanford University School of Medicine. He has taught anatomy to a variety of learners at Stanford since 1999, and has championed the development of learning technologies and use of digital media to enhance traditional anatomy teaching. Bruce Fogel is a consulting associate professor in the Division of Clinical Anatomy at the Stanford School of Medicine and a clinical associate professor and director of Endodontic Surgical Services at the University of the Pacific School of Dentistry. As a clinician and educator, he emphasizes the clinical relevance of anatomy as it pertains to normal and pathological conditions of the head and neck and their associated treatment procedures. He has also developed x-ray databases and digital medical/dental images for healthcare education, and has co-authored three electronic atlases of the head and neck.

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THEATER AND PERFORMANCE STUDIES (TAPS) 180Q | 4 UNITS |

Noam Chomsky: The Drama of Resistance

his seminar focuses on the ideas of Noam Chomsky, MIT professor of linguistics, and a dedicated activist who has spent his life challenging the reigning political and economic paradigms by which the United States is ruled. After discussing his revolutionary model for linguistics (concentrating on the possible link between language and freedom), we will address Chomskys work on U.S. foreign policy (in Southeast Asia, Indonesia and East Timor, Central America, the Caribbean, and the Middle East); the media (manufacturing consent); terrorism; ideology and culture; student/popular movements; the new world order (at home and abroad); and the importance of resistance. Chomskys work will provide a useful mode of analysis as students explore their own ways of understanding and challenging the political, economic, and social forces that shape our lives. This seminar would best suit students who have an interest in current events and a desire to make future current events more humane.

Rush Rehm, professor of drama and classics, works extensively in the area of Greek tragedy. His books includeAeschylus Oresteia: A Theatre Version;Greek Tragic Theatre; Marriage to Death: The Conflation of Wedding and Funeral Rituals in Greek Tragedy; The Play of Space: Spatial Transformation in Greek Tragedy; and Radical Theatre: Greek Tragedy and the Modern World. He teaches courses on dramatic literature of various periods, a freshman seminar, Antigone and Dissent, and acting and directing to drama students.

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