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Course Criteria
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1.00 Credits
Over the years, mathematics has shaped and been shaped by societal issues. With this in mind, we shall explore the development of arithmetic, geometry, algebra, and calculus. We will pay particular attention to the relationship between recent technological advances and topics in discrete mathematics such as linear programming, cryptography, and scheduling. 1.00 units, Seminar
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1.00 Credits
What is "seeing " How does an artist interpret what is seen Some drawings can take 40 to 50 hours to complete. Why do artists become so obsessed with this process that they have the patience for this time-intensive endeavor--especially in this time of technologically enabled immediate gratification that we live in In this seminar, we will attempt to answer some of these questions. We will use the process of drawing as a means of exploring the complicated act of perceiving and interpreting the world. Along with daily drawing in the studio and weekly assignments to be completed outside of class, we will read texts about the history and practice of drawing and its place in the creative process. We will also visit with local artists; use Trinity's exhibition and visiting artist program; and see local art galleries' and museums' exhibitions and collections; all to further our understanding of how the act and art of seeing is translated into the visual language of drawing In addition to class times there may be a few required sessions for visiting artists' lectures in late afternoon or evening timesl 1.00 units, Seminar
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3.00 Credits
Are children miniature adults or a special class of human beings Are they the "property" of parents or persons in their own right Should children be afforded the same legal rights as adults or do they need special protection What are parental responsibilities and rights regarding children versus the rights and responsibilities of governments, communities and social institutions Does the United Nations Convention of the Rights of the Child represent the "best interests of children" Should the Convention direct the policy decisions regarding children's issues in the United States and in other countries How do cultures vary in defining what is in the "best interest of children" and how do we balance differences against universal principles of children's rights What role should findings from social science research, especially psychology, play in determining the rights of children These are some of the questions and issues we will discuss and debate in the seminar. You will be encouraged to develop your analytic reading, writing and reasoning skills about issues related to children's rights, and you will be expected to express yourself in both written and oral forms. Readings for the course will include books and research articles from a variety of disciplines, and hopefully, several novels that describe the differing experiences of children growing up. A community learning project will be part of the course and, if possible, visits to various organizations that promote and protect children and their rights. Dina Anselmi teaches course related to child development and psychology of gender. Her research interests include gender and family issues and the development of stereotypes and emotions in younger ch 1.00 units, Seminar
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1.00 Credits
During the tumultuous period we call the sixties (which actually extended-roughly-from late 1963 to early 1976) the arts of all kinds-from painting, sculpture, and architecture, to music, film, literature, and photography, underwent metamorphoses brought on by experimentation in presentation, content, viewpoint, and even in the way we approach and define "reality." In this course, we will look at one element of these arts: narrative in rock music. We'll ask such questions as: did it help to shape chaos into meaning Or did it add to the chaos Were the narratives epic or personal or both Which narratives, if any, are relevant decades later We will begin by looking at the nature of narratives, their elements, their construction, and their purposes. We will also look at the history of narrative and how it has changed-or not-over the last century or so. We will then apply what we find to the songs of Dylan, Lennon, Simon, King, Baez, Guthrie, Ochs, Mitchell, Hardin, Springsteen, and o 1.00 units, Seminar
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1.00 Credits
The study of mind/body interaction has been a topic of scientific, philosophical, and religious speculation for centuries, as theologians, scientists and philosophers have grappled with questions such as "How does someone become possessed by evil spirits " or "Exactly where in the body does the mind reside " In the mental health fields as well, questions about how the "mind" influences the body and vice versa have challenged many: What are hallucinations Is depression physical or psychological Can stress cause cancer Just what is the "self " Answers proposed to these puzzling interactions have been equally broad ranging. With renewed vigor over about the past twenty years, psychology, and increasingly, medicine as well, has begun to recognize just how direct and complex these issues of mind/body/self interaction really are. New evidence of the effects of stress on health, the biological and psychological components of most major mental illnesses, and the psychological components of many physical illnesses have all helped mobilize professional and public attention to these fascinating issues. At the same time, others with less commitment to scientific and scholarly investigation have blurred the lines between legitimate scientific understanding and unsubstantiated sensationalistic rhetoric, sometimes creating the public impression that the entire area of mind/body interaction is really nothing but some kind of pseudo-science or "new age" hyperbole. In this seminar, we will examine the current state of mind/body health and the concept of "self" through critical reading, writing and discussion. Students will also help shape and decide some of the specific topics in the seminar, based on their own interests and ideas. Only first-year students are eligible to enroll in this class. 1.00 units, Seminar
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1.00 Credits
In this seminar we will explore the key movements and main trends in French cinema since its inception in 1895. The early avant-garde, the New Wave, heritage cinema, and recent features filmed in the "banlieue" (the French city suburbs) are among the topics we will investigate. Skills you will acquire in this course include critical analysis, writing analyses of various topics in film, and reading film as an artistic medium; you will also expand your knowledge of French cinema and French cultural history -particularly as it is represented in the features and readings for the course. Throughout the semester we will study in specific works how French film has been a tool of social protest, an art form that expresses the unique creative vision of the filmmaker, and a model for the "remake" in numerous cultures. Knowledge of French is helpful but not required. Films may include but are not limited to René Clair's Freedom for Us [A Nous la liberté, 1930]; Fran ois Truffaut's 400 Blows; Godard's Breathless; Agnès Varda, Cleo from 5 to 7; Luc Besson's Nikita, films of Claude Berri, Manon des sources, Germinal. Jeunet's Amélie; Kassovitz's Hate; and the 2008 Cannes winner, Laurent Cantet 1.00 units, Seminar
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1.00 Credits
Imbedded in portraits-whether created by an author or an artist-are telling ideas about gender, race, physical appearance, occupations, social status, and prestige in a given time period. A portrait can reflect the best of human nature even as it can reveal the idiosyncrasies that mark us as individuals. Readings will include The Prologue to Chaucer's The Canterbury Tales; Hawthorne's The House of the Seven Gables;; The Autobiography of the Dalai Lama, and William Carlos Williams' The Doctor Stories. Visual portraits will include illuminations from the fifteenth-century Ellesmere manuscript of The Canterbury Tales, historical portraits, nineteenth-century daguerreotypes and tintypes, and contemporary portrait photography. We will also work with Trinity College's own portrait collection. Written assignments will involve literary critique, visual analysis, and creative writing. We will regularly ask the question, "Who are these people and why do they look like t 1.00 units, Seminar
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1.00 Credits
How did Julius Caesar secretly communicate with his generals How were the British able to eavesdrop and pinpoint the position of the German U-boats Is online shopping really safe How does modern cryptology (the study of ciphers) protect the privacy of our personal information and communications From ancient times through our present Internet age, cipher makers have been engaged in a fierce rivalry with cipher breakers. During WWII Allied cryptographers were able to read German ciphers, thereby hastening the end of the war. Today, our ability to encrypt credit-card numbers and other personal information is essential for online commerce. In this seminar, we will take an historical approach to learning the foundations of both classical and modern cryptology. We will also address social and ethical implications of modern cryptology. In addition to readings, writings, and discussions, students will also develop their problem-solving skills by testing their cipher-making and cipher-breaking skills against their classmates. 1.00 units, Seminar
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1.00 Credits
This seminar will delve into two areas. During the first half of the semester, the course will look at what constitutes science, scientific thought, data, and research. We will discuss the use, and misuse of science from the time human beings dwelt in caves through modern times, with a special focus on the alchemist period of science and pseudoscience. This portion of the course will look at the changing aspects of science and how society impacts scientific thought processes. The second component of the course will utilize information learned in the first portion to investigate the science of evolutionary theory. We will examine methods used to prove and disprove theories of evolution, and will discuss this impact upon modern societal thought. Both sections of the course will involve some hands-on laboratory adventures, allowing the student to experience the thrill of discovery that research scientists encounter. There will also be at least one trip to either the Boston Museum of Science or the New York Museum of History, or both, depending on time and scheduling. They will be either evening or weekend trips. Dates will be confirmed later. 1.00 units, Seminar
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1.00 Credits
This course explores the work of iconic figures Elvis Presley, Billie Holiday, and Tupac Shakur in the context of their social times. We will look at Elvis, the so-called "King of Rock and Roll," in terms of the musical culture of the 1950s and try to understand the many reasons for his rise to pop superstardom as well as his continued popularity. Along the way, we will read two of the most important studies of Elvis: Peter Guralnick's Last Train to Memphis and the sequel, Careless Love. Our discussion of Billie Holiday will center largely on her recorded work and its importance in shaping the direction of jazz in the 1940s and 1950s. We will read her controversial co-authored "autobiography" as well as several studies of her life and work. Finally, we will consider the multifaceted personality of Tupac Shakur, looking at his music and his influence on rap and hip-hop culture in the late 20th and early 21st centuries. To these ends, we will read articles in popular culture magazines, including The Source, Rolling Stone, and Vibe, as well as those contained in popular music and culture anthologies. An optional two-day visit to Graceland during the fall Trinity Days is plann 1.00 units, Seminar
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