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Course Criteria
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4.00 Credits
This seminar studies the history of holy war in Christianity and Islam (and related notions in Judaism) in the Middle Ages. Readings and discussion compare and contrast the theory and practice of holy war among Christians and Muslims from the 7th century until the 15th. What did it mean to perform Jihad in the 12th century or to be a crucesignatus in the 13th? How revolutionary was the First Crusade? Why did Latin Christianity and Sunni Islam elaborate theories of holy war against Christian and Muslim heretics? These and other questions direct the reading and enliven the discussions of the seminar.
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4.00 Credits
This course studies the processes by which England's hegemony over its neighbors to the north and west was established in the early-modern period-a period that saw the incorporation of Wales with England, the conquest of Ireland, and union with Scotland. The class reads Spenser, Milton, Defoe, as well as into the proliferating scholarship of the past 30 years on what has been called "the British problem" to understand the political destruction of Gaeldom; the development of a Protestant ascendancy in Ireland; English and Scottish understandings of Union. Keeping in view the changing English senses of nationhood, it considers the meanings of "empire" in this period.
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4.00 Credits
Who was Thomas Jefferson, and why has his reputation undergone so many changes? Why has this hero of abolitionists and a man hated by slaveholders in his own lifetime become a figure detested today for being a slaveholder with an African-American mistress? How has the hero of the New Deal and patron saint of the Democratic Party become an inspiration for anarchists? Why have examinations of his public "greatness" and study of his ideas shifted to scrutiny and criticism of his private lapses? This course is an exercise in understanding how professional historians and the general public discover and use the past.
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4.00 Credits
This course focuses on the long history of black chattel slavery in America, from origins to emancipation. The course foregrounds the struggles over power, life, and death that were at the heart of slavery's traumatic and grotesquely violent 250-year career in North America, with attention to hemispheric context. At the same time, it highlights the fiercely contested historical battleground where scholars have argued about how to define American slavery-as a system or site of labor; reproduction; law; property and dispossession; racial and gender domination; sexual abuse and usurpation; psychological terror and interdependency; containment and marooning; selfhood and nationality; agency; revolutionary liberation; and millennial redemption.
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4.00 Credits
Today, India's Department of Tourism works to attract visitors from far and wide with the slogan, "Incredible India!"-a publicity campaign that extols the country's exceptionalism. Yet, images of India as unique and exotic, exceptional yet unchanging, are anything but new. They have been absolutely foundational to everything from British explorer Richard Burton's translation of the Kama Sutra, to the hit TV series Jewel in the Crown, the global explosion of Bollywood, the scholarly study of the "subaltern," and the proliferation of yoga studios in North America and Europe. How, and why, did India become "incredible"? Reaching to intellectual and social history and to cultural studies methods, this course explores the mechanisms for the production of popular perceptions about India. Where do these perceptions originate and how are they produced? What are the intellectual traditions, the institutional sites, and the visual/narrative forms that support what some might describe as a trans-national public relations campaign? In answering these questions, students use a diverse range of primary and secondary sources.
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3.00 Credits
Examines the interpersonal functions of management in three sections: (1) Introduces the principles of management with concepts of management including the traditional functions of planning, organizing, controlling, and problem solving as well the history of management and how such historical principles continue to influence the management of today's organizations. (2) Principles of Leadership for developing competencies for leading people. Topics: aligning and motivating people, conflict resolution, negotiating, decision making, communication skills, teambuilding, and selecting effective leadership styles. (3) Leadership and Management: Applied Practice focuses on the nature of the workforce both now and in the volatile years ahead through case studies and group activities that comprehensively incorporate the material from throughout the course. Prerequisite: sophomore standing.
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3.00 Credits
Introduces the field of human resource management (HRM) and the profession through which it is practiced. Develops a broad understanding of major HRM components and applies them to the principles by which organizations are managed. Develops a familiarity with the various types of human resource positions in organizations, the opportunities for career growth and the professional resources available through the Society of Human Resource Management including membership and certification requirements, publications, and web sites. Prerequisite: Junior standing.
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3.00 Credits
This course introduces students to the history and philosophy of science. It counts toward the minor in Text and Tradition (T&T) and serves as a gateway to the minor in History and Philosophy of Science (HPS). The course examines major episodes in the history of science from two of four periods: ancient, medieval, early modern, and modern. Possible topics include the Copernican, Newtonian, Darwinian, and Mendelian revolutions, and in each case the questions under consideration include: What was the state of natural knowledge before this episode? What historical developments caused or enabled a transformation of that knowledge? What were the features and fortunes of the paradigm that emerged? By applying these questions to a few specific case studies, students learn about the content and context of scientific knowledge, while also becoming familiar with various explanations as to how and why that knowledge changes over time.
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3.00 Credits
Examination of the great economic thinkers, the problems they sought to solve, the historically conditioned assumptions that they bring to their work, and the moral issues they raise. The class reads from the works of Adam Smith, Ricardo, Malthus, Marx, Veblen, Keynes, Schumpeter, Galbraith, and others as well as commentary from Heilbronner. These readings are paired with selected texts on the social and moral issues of their times. Open only to participants in Text and Tradition.
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3.00 Credits
As we study some of the most influential of ancient works, we address the basic questions of liberal education. Why ought the classics be read in the first place? How is it that Western culture has come to value certain fundamental questions, even to the point of encouraging opposition? Texts include selections from the Old Testament, Homer, Aeschylus, Sophocles, Virgil, Ovid, Petrarch, Montaigne, and Shakespeare. Preference given to Text and Tradition and IPH students.
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