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Course Criteria
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1.00 Credits
Before considering the dynamics of the 2008 race for the White House, this course will examine presidential contests from a historical perspective. In doing so, we will ask questions such as: How has the presidential selection process changed over the years and how have those changes altered the type of candidate chosen as the eventual nominee What were the major issues that shaped particular elections How did the successful candidate effectively craft a winning message on those issues How did the Electoral College system and the nation's regional divisions effect those elections How has presidential campaigning changed over the years With this background, we will then examine the current candidates and their campaign strategies as they prepare for the 2008 primaries to decide the nominee for each of the two major parties. In exploring the current contest, we will discuss the issues that are likely to play a central role in the 2008 general election, including foreign and domestic policy, the state of the economy, and the cultural cleavages that divide Red and Blue America. 1.00 units, Seminar
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3.00 Credits
Public responses to explicitly religious art create opportunities to explore the rich and meaningful relationships between religion and public life, piety, popular culture, and religious teaching. This seminar will examine a series of contemporary art works from several media, each of which produced a response from institutions of religion, practitioners of faith, or the general public. As we examine the art object, the artist, their contexts and responses to them, we will consider the significance of these art works in public dialogue and understandings of religion(s). We will draw on the history of religions, theology as well as popular journalism in our assessment of religious art in our times. The Buddhas of Bamyan; Madonna's "Like A Prayer" video; Andres Serrano's "Piss Christ"; the film "Fitna,"; the Jyllands-Posten Muhammad cartoons "The Holy Virgin Mary" by Chris Ofili, and the more recent movie, "The Golden Compass" will be among the works we study. A field trip to the Wadsworth Atheneum in Hartford will make for extra fun. Conversation will be far-reaching and our writing assignments will be frequent, various, and help us all discover our voices in class, our style for the written page, and develop our skills for academi 1.00 units, Seminar
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1.00 Credits
What does it mean to "have" or "be" a self This course will explore the dominant Western notion of the individual self as central source of all experience and value; what the benefits, costs, and limitations of this notion of selfhood have been; and why and how our sense of selfhood might be changing today. Has there ever been a less self-centered culture than our own in the West Could we be heading for one today - and would it be a good thing if we were Readings will move us from the 16th century towards the 21st century through literature, history, political theory, biology and philosophy - and we will also do a weekend-long workshop in nonviolent conflict resolution for what it too can help us learn about who we are, and what we might be. 1.00 units, Seminar
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1.00 Credits
Cultural discourse has come a long way, from describing various artistic disciplines - Fine Arts, Theater, Dance, Music - as being enacted in a vacuum without any cross pollination of ideas to recognizing a significant exchange between artists of multiple fields. Forexample, in contemporary artistic media words such as 'remix' and 'mash-up' have entered into the vocabulary of popular culture and are used to describe the comingling of various source materials within a single document. This can be read as analogous to the construction of a city landscape. When we look at the portrait of a city, that portrait is a combination of so many individuals collective vision. Everything is linked (and hyperlinked). The same can be said to be true of contemporary artistic discourse. In fact, much of the best work being produced today seems to fall between media. This class will examine historic and contemporary examples of interdisciplinary artistic practice as models for the creation of imaginary cities and real world environments. In addition we will explore the question: how do interdisciplinary artistic movements situate themselves within the varied discourses of philosophy, art, architecture, and science Some of the media sites we will examine include live television, reality broadcasting like MTV's the Real World, presidential debates, audio-tours, 'YouTube', and other live internet happenings. In addition we will examine those sites which can't be found on the internet - museum spaces, literary worlds, live performance events, and the ephemeral spaces of our dreams as alternate sites from where new art and urban spaces might emerge. Our readings will draw on the work of such artists and authors as Andy Warhol, Hunter S. Thompson, John Cage, Gertrude Stein, John Waters and others who have posited imaginary artistic visions of 'real world' en 1.00 units, Seminar
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1.00 Credits
When Rice University scholar Allen Matusow wrote his history of the 1960's, he entitled it The Unraveling of America. The image of a fabric loosening or deteriorating seems an appropriate way to characterize a decade that began with John Kennedy's inaugural summons to sacrifice and service, brought a cycle of riots and assassinations that exploded "Camelot" and the hopes of millions, and ended when Ohio National Guardsmen lowered their M-1 rifles and killed four Kent State University students during unruly demonstrations (which the slain students had not joined) triggered by Richard Nixon's invasion of Cambodia. Using a variety of readings - histories, biographies, documentary sources, memoirs and fiction - and tapping as well the rich filmic record of the times, our seminar will explore personalities and events that helped guide the course of history both at home and abroad. Topics will include Kennedy's Thousand Days; the civil rights movement; the Vietnam War; Johnson's Great Society; The Feminine Mystique and the women's movement; the New Left and the counterculture; the Nixon presidency and the origins of Watergate; and, not least, the stirrings of the great conservative reaction to the "vices and excesses of liberalism" and the radical left's "war again 1.00 units, Seminar
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1.00 Credits
This course addresses the question: ''What makes airplanes fly '' By studying the history, science, and applications of aerodynamics. Concepts from engineering mechanics, especially fluid mechanics, are applied in a series of lectures, assignments, laboratory experiments, films and field trips to demonstrate the basic physical principles that govern flight. Topics range from animal and early attempts at human flight to supersonic aircraft design. Students perform aerodynamic testing in a subsonic wind tunnel, and light, fixed-wing aircraft design is introduced. Students are expected to have proficiency in high school level algebra, trigonometry and basic physical science. Data analysis and graphing are performed using MATLAB computer software. 1.00 units, Seminar
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1.00 Credits
The Beatles were the most famous and influential musicians of the twentieth century---in John Lennon's controversial words, "We're more popular than Jesus." In this seminar, we will examine the Beatles both as musicians and as a social, political, and commercial phenomenon. Were they so successful because they were the greatest musicians of their time Because their appearance happened to coincide with important changes in society, among them the rise of the "youth culture" Because they benefited from shrewd management and manipulation of the media Or for all these reasons We will focus sometimes on the music of the Beatles, and at other times on the group's cultural significance. We will read about (and listen to) the Beatles, read their own words, and study the social upheavals of the 1960's in which their music played a part. This is NOT a course in which we will sit around discussing whether "Yesterday" is a prettier song than "Michelle, ma Belle." Instead, our approach will be critical and analytic---assessing the credibility of what we read will be a central part of our discussions. There will be a number of short papers and oral presentations, and a final research project. No previous background in music is required to take this course. Only first-year students are eligible to enroll in this class. 1.00 units, Seminar
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1.00 Credits
As first-year students at Trinity, most of you will be living in a new city, Hartford, and just like any newcomer, you should research and explore this city that will be your home for four years. This seminar will serve two purposes: (1) to familiarize you with some of the literary figures, theatres, music, and museums that make Hartford an enjoyable and educational city in which to live and (2) to research, discuss, and write about what you see and hear. We will read texts by and visit the homes of Mark Twain and Harriet Beecher Stowe, two nineteenth-century writers who lived and wrote in Harford and whose work greatly impacted their time. To explore Hartford's performance venues, we will attend several plays at Hartford Stage, Theatre Works, or the Bushnell Theater. For example, in September, we will go to Theatre Works to see "No Child," a play described by the New York Times as "Marvelous! Touching and funny." "(Since many of the organizations have not yet finalized and published their 2008-09 schedules, the list of performances we will attend will not be available until the end of the summer.) We will also attend a musical event, either by the Hartford Symphony or one of Hartford's smaller classical ensembles. Guided tours of the Wadsworth Museum and the Connecticut Historical Museum will provide an introduction to the art and rich history of the city. The College also provides many wonderful literary and cultural events, and we will attend several of these on campus events. For this writing intensive seminar, you will keep a journal to record and reflect on what they have read, seen, and heard; write several papers in various genres about the events; conduct background research on one scheduled event and present this research to the class; and as a final project, write a paper that includes the oral presentation research and a critical review of the event. EVENTS and TOURS: In addition to the Wednesday afternoon class time (we will visit museums on several Wednesdays), you are required to attend 3 or 4 off-campus weeknight events over the course of the semester. Other required weeknight events will be on-ca 1.00 units, Seminar
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1.00 Credits
It started with the free and open source software (FOSS) movement. Computer programmers wrote great software and gave it away for free. And encouraged others to copy it, share it, change it, and pass it on. They developed licenses to protect this "software freedom," licenses that have now been adapted to protect the sharing of music, art, scientific discoveries, and other forms of culture and knowledge. Today we are the beneficiaries of this movement towards freedom and openness. We share not only software (Linux, Mozilla, eMule), but our music, photos, friends, recipes, and just about anything else that can be digitized. This course will examine the many manifestations of the movement toward freedom and openness and its impact on modern society and culture. Practicing what we teach, all of the books and papers we study in this course will be free and open. 1.00 units, Seminar
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1.00 Credits
To eat is a fundamental human need, yet how that need is fulfilled has varied dramatically from the earliest prehistoric hunter to the modern five-star chef. We will read and write about food in many contexts, including personal experience, American culture, and the world at large. We will take a multi-disciplinary approach, considering the biology of flavor sensation, the surprising nutritional success of extreme ethnic diets (Inuit, Masai, Tibetan, others), the dramatic effects of switching from hunting and gathering to farming, the benefits and disadvantages of eating locally grown foods, the role of food in ritual and the politics of the global food supply, among other topics. Students will get practical experience in critical thinking and data analysis, and will strengthen their research and writing skills. There will be a community learning component to the course. 1.00 units, Seminar
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