Africana Studies

For detailed description, see BENF-210-402

Art History

The relationship between man and nature has always marked the boundaries of civilization, but in the visual arts landscape has only formed a serious subject since the end of the Middle Ages, with the new-found ability of artists to create plausible realities. This course will explore the varieties of depicted landscapes, including maps and city views in early atlases within the shifting purposes of art over the past five centuries of paintings and prints. One featured element of the course experience will be a major exhibition of landscapes by the Dutch painter, Jacob van Ruisdael (1628-1682) at the Philadelphia Museum of Art. Class visits to the Museum for that event as well as for the permanent collection will provide first-hand contact with paintings from the Renaissance era to the Impressionists. Larry Silver is the Farquhar Professor of Art History and has taught at Penn since 1997. A specialist in Dutch painting and prints, he has also taught at Berkeley, Northwestern, and Smith College, and at Penn he has also taught the new survey class, "The Rise of Visual Media." He has served as President of the Historians of Netherlandish Art and the College Art Association and has authored articles, exhibition catalogues, and books in his specialty, including articles on such artists as Jan van Eyck, Hieronymus Bosch, Pieter Bruegel, and Rembrandt, as well as a textbook, Art in History (1993).

Benjamin Franklin Seminars

Does not count towards the BFS seminar requirement. More information. BENF-210-402 (Crosslisted as AFRC-078-402, URBS-078-402)
Faculty-Student Collaborative Seminar To Improve West Philadelphia Public Schools: Action-Oriented Policies Derived From the History Of Black Education In Philadelphia, Benjamin Franklin to The Present
Dr. Lee Benson, Dr. Ira Harkavy, Dr. Matt Hartley, Dr. John Puckett, Jennifer Bunn (Facilitating Associate), Elizabeth Curtis-Bey (Facilitating Associate)
M 3-6 PM, MELL 514
An academically-based community service course. This course is an interdisciplinary seminar that seeks to engage undergraduates in problem-solving learning in public education. By exploring the history of African-American education in Philadelphia from Benjamin Franklin to the present, as well as political, economic, legal, psychological, and other aspects of public education, the seminar will generate solutions to improve Philadelphia public schools.ÊA significant part of the course will be the engagement of students, parents, and teachers at Sayre High School as partners in the problem-solving process. This seminar will employ a democratic learning process in which students will play a major role in facilitating and guiding the course. Ira Harkavy: B.A., M.A. and Ph.D. in History from the University of Pennsylvania. Harkavy is currently the Director of the Center for Community Partnerships and is an Associate Vice President for the University of Pennsylvania. In the past, Harkavy has been the member or director of several entities within the university. He has written numerous papers such as "Urban University-Community Partnerships: Why Now and What Could (Should) be Next?" for the Journal of Public Service and Outreach. He works on several committees in the community such as the Philadelphia Education Fund. His service to the community has garnered him several awards and honors like the University of Pennsylvania Community Service Award.

Judges and Judging

BENF-219-301
Gordon Bermant
T 1:30-4PM, ARCH 317

During Fall Term, 2005, Judges and Judging will study the trial at law. We are overwhelmed with journalism and fiction of all sorts about trials. There is in addition a very large social science literature that has dissected trials, and in particular the performances of jurors and juries, from many perspectives. The intent of the seminar this year is to step back from this flood of information to take a fresh look at what trials are and do. To help us we will use Robert P. Burns' A Theory of the Trial (Princeton, 1999), supplemented by Gregory M. Matoesian's Law and the Language of Identity: Discourse in the William Kennedy Smith Rape Trial (Oxford, 2001) and additional readings to be supplied in bulk-pack. Students will need to read rapidly and well as we move through the material. Assistance will come in the form of study questions distributed in advance of each week's meeting that students will complete in writing and submit as part of the course requirements. These question sets will focus our attention on key elements in each week's readings. In addition to completing the weekly question sets and participating in a lot of class discussion, students will write a term paper based on these materials that will be due on the day that the final exam would be taken. There will be, however, no traditional exams as such in the class.

Gordon Bermant has lectured in the Benjamin Franklin Scholars program since 1994. Trained as an experimental psychologist and a lawyer, he worked for 21 years at the Federal Judicial Center, which is the research and education agency within the federal court system. He has published many articles and reports about courts and judicial administration including, most recently, The Development and Significance of Courtroom Technology: A Thirty-Year Perspective in Fast Forward Mode. (NYU Law School Annual Survey of American Law, 2005).

Benjamin Franklin Seminars - Law

BFLW-064-401
Debt Relief and Restructuring of Sovereign Debt
David Skeel
R 4:30-6:20PM, LAW 908

In November 2001, the International Monetary Fund (IMF) stunned the international financial community by announcing its support for a sovereign bankruptcy regime -- an institutional structure that would enable countries that are overwhelmed by debt to restructure their obligations much like financially troubled individuals or corporations do. Although it was later derailed, the IMF proposal underscored the deep inadequacy of existing strategies for addressing sovereign debt crises. The financial crisis in Iraq has magnified a parallel debate over the issue of odious debt -- that is, whether some of the debt incurred by tyrannical regimes should treated as unenforceable. And conditions in Africa have spurred a worldwide campaign for general debt relief. Using a variety of readings -- including law and finance journal articles, 1-2 books, and materials from the popular press -- this seminar will explore the consequences of, and strategies for addressing, sovereign debt crises. We will consider: the debt relief movement (including the role played by Irish rock star and 2004 Penn commencement speaker Bono); the role of the IMF and other multilateral organizations; private contractual strategies for resolving sovereign debt crisis; and proposals for a sovereign bankruptcy regime. I also hope to arrange visits to class by two or three leading sovereign debt experts during the course of the semester. Students will be required to write brief (less than 1 page) response papers for at least of 9 of our classes and one final paper, due at the end of the semester, that should be a maximum of twenty pages (double-spaced) in length. The final paper and class participation (which will include the response papers) will be the principal factors in grading. David Skeel is one of the nation's foremost authorities on corporate law and bankruptcy issues. He is the author of Icarus in the Boardroom: The Fundamental Flaws in Corporate America and Where They Come From (2005) and Debt's Dominion: A History of Bankruptcy Law in America (2001), as well as numerous articles and other publications. He has been interviewed on Nightline, Chris Matthews' Hardball (MS-NBC), National Public Radio, and Marketplace, among others, and has been quoted in the New York Times, Wall Street Journal, Washington Post and many other publications. Skeel has twice received the Harvey Levin award for outstanding teaching, as selected by a vote of the graduating class. Skeel also writes on "poetry and the law" and is an elder at Tenth Presbyterian Church in Philadelphia Professor Skeel's home page

Benjamin Franklin Seminars - Medicine

This course is concerned with the examination of the interactions between human beings, their organs and cells, and various infectious agents such as bacteria, viruses, and parasites. Both the biological and societal factors influencing these interactions will be studied.

Dr. Davies' home page

Classical Studies

For over two centuries, the government of the United States has been distinguished by its stability even during episodes of extreme internal and external stress which might have toppled other governmental systems. If this stability can be traced at least in part to the foresight of the founders, their foresight can be traced in part as well to their educational formation, the core of which was their study of Greek and Latin political classics in which stability and instability were paramount issues. How might a reading of the classics have been absorbed into the mentality of the founding fathers? Are there elements in the classical tradition that can shed light on the reasons for American stability and, perhaps, on the prospects for American government in the future? This course focuses first on the education of the Father of the Constitution, James Madison. It begins with a review of the classical works that Madison actually read, drawing on what we know of his early education at the Robertson School in Virginia and of his collegiate education at Princeton, so that students have an opportunity to relive Madison's classical educational experience. These works will be read in translation. It goes on to trace the influence of this education on his conception of the history of government and his understanding of the American situation before, during, and after the adoption of the U.S. Constitution. It then addresses recent scholarship on the influence of classical education on others of the American founders, especially Jefferson's conception of Solon's place in the history of the Athenians and of its parallel in the American situation. While the curriculum differed from one institution to another, during their school days the founders might read works or parts of works of Cicero, Virgil, Nepos, Horace, the codifiers of Roman law commissioned by Justinian, Ovid, Terence, Sallust, Xenophon, Demosthenes, and Homer. In college, they might read Horace, Cicero's Catilinarians, the Greek New Testament, Lucian's Dialogues, Xenophon's Cyropaedia, Longinus on the Sublime, Demosthenes' Philippics, Livy, Aristotle, Thucydides, Plutarch, and Tacitus. The readings for the course are selected from these authors and works. The course is conducted as a group tutorial. In individual tutorials, where the instruction is one on one, the tutor typically assigns a paper to a student each week, and the student reads it the next week and takes questions from the tutor. In this group tutorial, the professor offers a prelecture to the students in each session on the text that they will read next to help them understand its historical, literary, and political context. In the next class, the students read short papers on the text, and these papers are discussed by other students and by the professor. The professor then provides a summary lecture on the text just completed and a prelecture on the reading set for the next class. At the end of the course, the students should have appropriated the classical sources that Madison and his contemporaries shared. This course is articulated with the professor's Ancient and Modern Constitutionmaking course to complement that course while avoiding duplication in the readings. Dr. Mulhern's webpage

CLST-396-401 (Crosslisted as ENGL-394 and COML-383)
Literary Theory, Ancient to Modern
Rita Copeland
TR 10:30-12, WILL 741
Distribution III

This is a course on the history of literary criticism, a survey of major theories of literature, poetics, and ideas about what literary texts should do, from ancient Greece to examples of modern European and American thought. The course will give special attention to early periods: Greek and roman antiquity, especially Plato and Aristotle; the medieval period (including St. Augustine, Dante, and Boccaccio), and the early modern period (where we will concentrate on English writers such as Philip Sidney and Ben Johnson). We'll move into modern and 20th century by looking at the literary (or "art") theories of some major philosophers, artists, and poets: Kant, Wordsworth, Marx and Engels, Matthew Arnold, the painter William Morris, T. S. Eliot, and the critic Walter Benjamin. We'll end with a very few samples of current literary theory. The point of this course is to look closely at the Western European tradition which generated debates about problems that are still with us, such as: what is the "aesthetic"; what is "imitation" or mimesis; how are we to know an author's intention; and under what circumstances should literary texts ever be censored. We'll have a number of small writing assignments in the form of "response" or "position" papers (approx. 3 pages each), and students can use these small assignments to build into a long writing assignment on a single text or group of texts at the end of the term. Most of our readings will come from a published anthology of literary criticism and theory.

Dr. Copeland's Webpage

Comparative Literature

Please see CLST-396 for detailed information.

Criminology

This seminar focuses on the ongoing data collection of Penn's Jerry Lee Program of Randomized Controlled Trials in Restorative Justice, the largest program of field experiments in the history of criminology. Since 1995, this research program has randomly assigned over 3400 victims and offenders to either conventional justice or restorative conferences of victims, offenders, and their families in Canberra (Australia, London, Northumbria, and Thames Valley, all in England. The offenders have all been willing to acknowledge their guilt to their victims (or the community) and to try to repair the harm they have caused. Key questions to be answered by the research progrma incclude the effects of restorative conferences on the future crime rates of offenders and victims, on the mental health and medical conddition of both, and on the changes over time in these dimensions of the life course of both victims and offenders. Students will be the first data analysts to explore a new interview data set fro some 150 victims and some 900 offenders. Dr. Strang's Webpage

Dutch

Please see ARTH-301 for detailed information.

Earth and Environmental Science

Gomaa Omar's main area of interest is thermochronology; the use of radioactive isotopic systems to evaluate the thermal and mechanical history of rocks. He uses fission-track analysis on different minerals to determine the thermal and mechanical history of existing and long gone mountain ranges that formed as a result of extensional (rifted continental margins e.g. Red Sea and northern Atlantic margins) and compressional (e.g. Rocky Mountains) tectonics, rift basins along the eastern seaboard of the USA., and dating of meteorite impact events. Dr. Omar's webpage

Field Excursions in the Mid-Atlantic Region

GEOL-390-301
Steve Phipps This field based course allows students to observe and participate in a wide variety of field related activities and research. Field-trip Schedule, Geology 390, F'05 Sat., Sept. 10: Field Trip #1: The Once and Future Wetlands of South Philadelphia: FDR Park, South Philadelphia, with Ernie Schuyler of the Academy of Natural Sciences. Sun., Sept. 18: Field Trip #2: Duck Island Mitigation Site: constructing a freshwater tidal marsh Sat., Sept. 24: Field Trip #3: Sat., Oct. 1: Field Trip #4: Fred Scatena: Sat., Oct. 8: Field Trip #5: Ben Horton: The Delaware marshes. Sat., Oct. 15: Fall Break; also national GSA Oct.16-20 (Salt Lake City) (No trip; SPP running Geology 546 "Regions" trip? Sat., Oct. 22: Field Trip #6: Gieg: Glaciation of the Poconos. Sat., Oct. 29: Field Trip #7: S.P. Phipps: Mountain-building in the Appalachians (Reading to Pottsville). Sun., Nov. 6: Field Trip #8: Art Johnson: Rare and endangered species in the Pocono till barrens. Sat., Nov. 12: Field Trip #9: Sat., Nov. 19: Field Trip #10: Sat., Nov. 26: Thanksgiving Saturday No trip. (Be thankful!) Sat., Dec. 3: Field Trip #11: S.P. Phipps: Basement rocks of the Pennsylvania/Delaware Piedmont. (Fri., Dec. 9: Last day of classes)

Dr. Phipp's webpage

Economics

Introduction to economic analysis and its application. Theory of supply and demand, costs and revenues of the firm under perfect competition, monopoly and oligopoly, pricing of factors of production, income distribution, and theory of international trade.Ê Econ 1 deals primarily with microeconomics. Students must register for lecture and recitation.

English

Over the last twenty years Philadelphia has grown to become one of the most exciting and diverse theatre cultures in the region. Philadelphia stages present a wide range of performances, including new American and European plays, political dramas, Shakespeare, and new, experimental work. This course will explore the current state of Philadelphia's thriving theatre culture. Beginning with a brief history of the regional theatre movement in America, we will examine the history, production work, and artistic mission of theatre companies such as the Philadelphia Theatre Company, the Wilma, Arden, and Interact Theatres, among others. In addition to analyzing plays being produced by local theatres in the 2005-2006 season, this course will approach the study of plays and performances from the perspective of the playwright, director, actor, and designer as they work to present challenging and innovative theatre for their audiences. Course readings and discussion will be supplemented by visits from local theatre artists and by group trips to attend Philadelphia theatre. Students will research and give presentations on local theatre companies. No theatre experience is required to take this course.

Dr. Schlatter's webpage

ENGL-321-301
Topics in Medieval Literature: Chivalry. Masculinity,Romance
David Wallace
TR 1:30-3PM, Tuesday ANNS 318, Thursday VANP 402
Distribution III: Arts and Letters

Medieval historian John of Salisbury, in his Policraticus, justified the function of bellatores, warrior knights, as being "to protect the Church, to attack faithlessness, to venerate the priesthood... to pacify provinces, to shed blood... for their brothers and to give up their lives if necessary." From the time of the First Crusade, culminating with the capture of Jerusalem by Christian forces in 1100, chivalry became incorporated into liturgy (the daily worship of the Church). The sea and land routes that led pilgrims eastward could also be used for military traffic; the promise of rare and exotic merchandise could send merchants and financiers in their wake. Such complex fusions of religious, militaristic, and commercial motivation suggested by chivalry continue to play out across the world (and particularly in the Middle East) today. The US Marine corps (motto: "the few, the proud") represents its members as sword-bearing knights. In this class we will examine this powerful, long-lived ethos of chivalry, along with the literary genre that carries it into battle: romance. We will also consider how masculinity is fashioned: those strong bonds between men defined above all through protection of the feminine (the lady; the patria). We begin with The Song of Roland, a poem from the time of the first Crusade that survives in a manuscript at the Bodleian Library, Oxford. The Roland sees the nephew of Charlemagne fail to prevent the Muhammadan invasion of Spain (based on actual events in the eighth century). We then move to the romances of Chretien de Troyes (c. 1135-83), penned just as the European economy is about to explode into its most colorful and vigorous phase. Here we see the development of the grail quest; we also see women (such as Guenivere) take a much more active role, in what has been termed "feminine chivalry." Chivalry, even as it is invented, seems to be a concept that many regard with humorous scepticism; women in Chretien certainly direct or entice their knights into some strange positions. From here we move on to the magical Sir Gawain and the Green Knight: an almost perfect poem that sets the young Arthurian court against more ancient forces of the natural cycle. Our final medieval text is Malory's Morte D'Arthur: an extraordinary summation of chivalric values, written as the aristocracy are fighting themselves to near-extinction in civil war and published just as the Tudors come to power (in 1485). The greater part of this course is formed by a selection of medieval texts that see the shaping and evolving of chivalry and romance; the last part considers how these values endure and mutate down to the present day. We begin with Shakespeare's A Winter's Tale: a text that carries forward central romance motifs of adultery, exile, and triumphant return. We may then look at later developments of romance and chivalric genres, such as Jane Austen's Persuasion and the poetry of World War I; films to consider might include Glory and D.W. Griffith's The Birth of a Nation. There are many American chivalries to consider, including the complex meshing of chivalry with southern plantation culture. Students might thus want to watch Gone with the Wind, or to ponder the meaning of Alfred Douglas' sharing a name with an Arthurian knight. Animal lovers might like to think about the cheval in chivalry, as seen in relationships between individual men and their named horses (Gryngolet, etc.); as in the maiming and mass slaughter of horses in war. Assessment will be by one or two shorter assignments, plus one longer final essay. Dr. Wallace's webpage

ENGL-326-301
Topics in Drama to 1660 : Greatsouled or Graceful: Classical and Christian Ethics in the Plays of Shakespeare
Anne Hall
MW 2-3:30 PM, OLDH 200
Distribution III: Arts and Letters

The great-souled person. . . seems to be the one who thinks himself worthy of great things. -- Aristotle, Nicomachean Ethics Whosoever shall be great among you shall be your servant. --Mark 10:43. In this course we will study Shakespeare's notion of human greatness. He inherited from the classical tradition a split between the intelligent few and the thoughtless many, where greatness comes from the few. In this tradition, the great-souled man is justified in thinking well of himself and in knowing that he is better than other people. From the Christian tradition, however, Shakespeare inherited a view that reverses the classical split. In this tradition, greatness comes from a capacity that many can achieve, a capacity for selflessness and humility--a willingness to be a servant-- that seems to be most characteristic of simple people. Texts: Aristotle's Nicomachean Ethics, Gospel According to John, Much Ado About Nothing, All's Well That Ends Well, Twelfth Night, Measure for Measure, Hamlet, King Lear, and The Tempest. Three short papers, one long final paper.

Dr. Hall's webpage

ENGL-345-301
Topics in the 18th Century Novel: Writing Seduction: 1660-1800
Toni Bowers
TR 1:30-3PM, VANP 6thFL
Distribution III: Arts and Letters

Eighteenth-century writers and readers were fascinated by seduction stories, and used them for many purposes. In the process of interrogating power dynamics within sexual relationships, seduction stories raised resonant political questions and participated in pressing public debates -- debates about the meanings of national identity, about appropriate uses and locations of authority, and about the limits of responsibility in relations of inequality. In this seminar, we shall examine novels, drama, poetry, and expository prose, asking questions like these: Why were plots of seduction so important during the eighteenth century? How did the eighteenth century define seduction? How did it distinguish seduction from rape and courtship, and what was at stake in making such distinctions? How did eighteenth-century writers represent female desire, male desire? How might the theme of seduction be related to developing legal theories of contract and consent, or to changing structures of political authority? The course's emphasis will be on reading (especially of primary material) and thoughtful class participation. Other requirements: three oral reports accompanied by annotated bibliographies, a preliminary paper abstract, and a final 10-page paper. Toni Bowers received her Ph.D. from Stanford University. She specializes in eighteenth-century British literature and culture, and is particularly interested in the ways that people constructed intimate relations during that time. In addition to a number of studies of eighteenth-century novels, Toni has published on the drama and intellectual prose of the period, and on literature of the American Enlightenment. Her book The Politics of Motherhood: British Writing and Culture, 1680-1760 was published by Cambridge University Press in 1996. She is currently working on her second book, a study of the eighteenth-century's obsession with stories about seduction and its development of a distinction between seduction and rape. That book is tentatively titled Force or Fraud: Resistance and Complicity in Eighteenth-Century British Seduction Narratives.

ENGL-363-301
War and Memory
Amy Kaplan
MW 2-3:30 PM
Distribution III: Arts and Letters

Wars are never only waged between soldiers on the battlefield. Long after the last bomb explodes, the traumas of war continue in the intimate memories and scarred bodies of those who fought, and in the nightmares of civilians whose lives were destroyed or irrevocably changed. Memories of war recur in the ongoing mourning of those who lost loved ones, homes, or ideals, and in the legacy of future generations who never experienced war directly. War literature often emerges only after a period of silence, and the cultural meaning of a war often doesn't become clear until time passes. Symbolic battles are then waged over the interpretation of war and over how it should be commemorated. Personal memories and private losses can either contest or legitimate national narratives and public memorials. The memory of older wars often shapes the way new wars are represented. This course explores how conflicts over the memory and meaning of war take place on the pages of novels and memoirs, in the design of national memorials, and on the Hollywood screen and documentaries. We will ask, in the words of a recent book, how war becomes a force that gives us meaning and how war challenges our capacity to make meaning. This course will concentrate on literary and cultural responses to the memory of World War II and the War in Vietnam, and also include examples from the Civil War, World War I and more recent conflicts, including the present wars. In addition to literature, we will read works of journalism and theory, view films, and discuss controversies over public memorials, such as the Vietnam Veterans War Memorial, the Holocaust Museum, and Ground Zero. Authors may include Gwendolyn Brooks, Ariel Dorfman, John Dos Passos, Joseph Heller, Joy Kogawa, Chris Hedges, Michael Herr, Norman Mailer, Bobbie Ann Mason, Ann Michaels, Bao Ninh, Tim O'Brien, John Okada, Wilfred Owen, Leslie Marmon Silko, Walt Whitman, and John Williams. Films may include All Quiet on the Western Front, Apocalypse Now, Platoon, Regret to Inform, or Thin Red Line. Amy Kaplan received her Ph.D. from The Johns Hopkins University, with a specialty in late-nineteenth-century American literature. Working in the interdisciplinary field of American studies, she teaches courses on the culture of imperialism, comparative perspectives on the Americas, and mourning, memory and violence. Her first book, The Social Construction of American Realism, was published by the University of Chicago (1988). She co-edited with Donald Pease, Cultures of U. S. Imperialism (Duke, 1993). Her new book, The Anarchy of Empire in the Making of U.S. Culture, was published by Harvard University Press in 2002. She has received an NEH Fellowship and the Norman Forster prize for the best essay in American Literature in 1998 for "Manifest Domesticity." She has published recent essays on 9/11 and Guantanamo and is currently working on the language and culture of empire today. She was president of the American Studies Association in 2003.

ENGL-393-401 (Crosslisted as SAST-393)
Topics in Postcolonial Literature: Nation and identity in South Asian Writing
Ania Loomba
T 1:30-4:30 PM, OLDH 100
Distribution III:Arts and Letters

Some of the most exciting twentieth-century fiction in the English language has come out of South Asia. In this course, we will read novels, short stories and plays--some well known and others less so, some now considered 'classics' and others very recent, produced from within the Indian subcontinent as well as from the West. Through them, we will discuss key features of the political and social upheavals of region, as well as the dynamics of the family, gender relations, sexual identities and cultural belonging. The course will include writings by Rudyard Kipling, E M Forster, Salman Rushdie, Bapsi Sidhwa, Amitav Ghosh, Mahasweta Devi, Hanif Kureishi, Anjana Appachana, Arundhati Roy, Meera Sayal, and Shyam Selvadurai. Ania Loomba is Catherine Bryson Professor of English. She is the author of three books--Gender, Race, Renaissance Drama (1988); Colonialism/ Postcolonialism (1998), and Shakespeare, Race and Colonialism (2002). She has also co-edited two books--Postcolonial Shakespeares (1998) and Postcolonial Studies and Beyond (2005) and is the author of numerous essays on Renaissance literature, postcolonial issues, contemporary India and feminist theory. She likes to teach courses in all these areas here at Penn. She has also taught at a number of other places including the University of Illinois at Urbana-Champaign and Jawaharlal Nehru University (India).

ENGL-394-401 (Crosslisted as CLST-396 and COML-383)
Literary Theory, Ancient to Modern
Rita Copeland
TR 10:30-12,WILL 741
Distribution III Please see CLST-396 for detailed information.

ENVIRONMENTAL STUDIES

Unbeknownst to most, lead poisoning is silently plaguing a great number of PhiladelphiaÕs youth. Despite the fact that lead has been removed from many products such as paint and gasoline, thousands of Philadelphia children still have elevated blood-lead levels. Most children at risk are from low income families, living in poorly maintained homes built before the 1978 ban of lead based paint for residential use. In this course, Penn undergraduates aim to reach these children through community outreach education. Prior to conducting community outreach, students focus on the history and epidemiology of lead poisoning, and investigate pathways of exposure. They are additionally responsible for synthesizing creative and informative methods of community education. Penn students will collaborate with middle school teachers in West Philadelphia to engage children in environmental research relating to lead poisoning to their homes and neighborhoods. Dr. Wright's webpage

ENVS-406-301
Community Based Environmental Health
Elaine Wright
TR 9-10:20, HAYD 251

The environment affects people's health more strongly than biological factors, medical care and lifestyle. The water we drink, the food we eat, the air we breathe are all components of the environment. Some estimates, based on morbidity and mortality statistics, indicate that the impact of the environment on health is as high as 80%. (Environmental Health, Morgan, pg. 14). Over the last 20 years, the field of environmental health has matured and expanded to become one of the most comprehensive and humanly relevant disciplines in science. This course will not only examine the toxicity of physical agents, but also the effects of lifestyle, social and economic factors, and the built environment on human health. Selected topics will include cancer clusters, water borne diseases, radon and lung cancer, lead poisoning, environmental tobacco smoke, respiratory diseases and obesity. Students will be researching in depth the health impacts of the classic industrial pollution case studies in the US. Class discussions will also include risk communication, community outreach and education, access to health care and impact on vulnerable populations. Each student will have the opportunity to focus on Public Health, Environmental Protection, Public Policy, or Environmental Education issues as they discuss approaches to mitigating environmental health risks. Students will be asked to research one environmental health topic in detail, to present their findings to the class, and to propose recommendations for future action. This course is an ABCS course that requires community service in addition to the class times. Students will work together in teams to identify environmental health needs in the community then develop and implement an intervention that is sustainable and replicable.

ENVS 408-401 (Crosslisted as HSOC-408)
Urban Asthma Epidemic
Elaine Wright
TR 10:30-12, HAYD 358
An academically-based community service course Asthma as a chronic pediatric disease is undergoing a dramatic and unexplained increase. It has become the #1 cause of public-school absenteeism and now accounts for a significant number of childhood deaths each year in the USA. In ENVS 408, Penn undergraduates learn about the epidemiology of urban asthma, the debate about the probable cause (or causes) of the current asthma crisis, and the nature and distribution of environmental factors that modern medicine describes as potential triggers of asthma episodes. Penn students then collaborate with community-service home visitors employed in a clinical research study at Children's Hospital of Philadelphia (CHOP). The Penn students accompany CHOP staff to the homes of children undergoing outpatient treatment for chronic asthma at CHOP. They instruct the families of those children in strategies to establish and maintain a trigger-free space within each child's home in which he/she can sleep, play, and study. The Penn students also conduct on-site ACLOTEST procedures in each home to determine the concentration of dust-mite feces in the rooms children will be using as safe sapces. They will then summarize the results of their work in a format appropriate to the assessment phase of the CHOP clinical study. Dr. Wright's webpage

French

Theorists from Marx to Benjamin have seen Paris as the capital of the nineteenth century because of the way new economic structures gave rise to the social, political, and cultural formation characteristic of modernity. This course will explore the relation between literature and capitalism in this period. How did writers come to terms with the new modes of production and consumption that developed in France between the French Revolution and World War I? How did literature itself become a commodity during this period? Ê Classic novels in the Realist tradition will be read for their investment in the economic discourse of their age. Balzac's Old Goriot, Murger's Bohemians of the Latin Quarter, Zola's The Kill, and Gide's The Counterfeiters are among the novels we will study. Additionally, students will be asked to give presentations on economic theory from the nineteenth century. All readings and discussions will be in English. No knowledge of French required. Maurice Samuels received his PhD from Harvard University. He is the author of The Spectacular Past: Popular History and the Novel in Nineteenth-Century France (Cornell University Press, 2004). His new project focuses on Jewish identity and the question of modernity in nineteenth-century France.

Government Administration

Please see CLST-370 for detailed information.

History

The seminar willl analyze the growth and decline of the British Empire from the mid-eighteenth through the mid-twentieth centuries. Central quesions are: what made it possible for Britain to control such a large part of the globe? How was the empire represented at home and in the colonies? What forces led to its rapid disintegration? The course requires student to search for sources and to investigate a particular region. During the term students will make oral presentations and will do a research paper on some aspect of the transition to independence of a particular colony. Common readings will include Robert Hughes, The Fatal Shore, Daniel Headrick, the Tools of Empire, and George Orwell, Burmese Days.

Dr. Lees' webpage

HIST 212-302
Classical Liberal Thought
Alan Charles Kors
T 3-6, ANNS 318
Distribution II This seminar will examine the competing and diverse currents of anti-statist and radically individualist thought that have been a part of the Western dialogue of the 19th and 20th centuries. It will require active discussion, informed by the readings, and a term paper focused on comparison of our authors. Dr. Kors' webpage.

HIST-214-401 (Crosslisted as URBS-078)
Urban University-Community Relationships
Ira Harkavy
W 2-5 PM, MELL 514
An academically-based community service course.

Inspired by Penn's founder, Ben Franklin, President Amy Gutmann has identified rising to the challenge of a diverse democracy and educating students for democratic citizenship as critical goals of her administration. Since the present undergraduate curriculum falls short in this regard, the seminar aims to synthesize numerous, unrelated, academically-based community service courses into an effectively integrated curriculum. As now envisioned, the new Penn curriculum developed by the seminar would have as a significant component, thematic, problem-solving clusters, i.e., interrelated, cross-disciplinary, complementary sets of courses designed to stimulate and empower students to produce, not simply consumer, societally-useful knowledge. By societally-useful knowledge, we mean knowledge actively used to solve global strategic problems of democracy and society, schooling and society, health and society, poverty and society, environment and society, culture and society, etc., as those global problems manifest themselves locally at Penn and in West Philadelphia/Philadelphia. Ira Harkavy: B.A., M.A. and Ph.D. in History from the University of Pennsylvania. Harkavy is currently the Director of the Center for Community Partnerships and is an Associate Vice President for the University of Pennsylvania. In the past, Harkavy has been the member or director of several entities within the university. He has written numerous papers such as ÒUrban University-Community Partnerships: Why Now and What Could (Should) be Next?Ó for the Journal of Public Service and Outreach. He works on several committees in the community such as the Philadelphia Education Fund. His service to the community has garnered him several awards and honors like the University of Pennsylvania Community Service Award.

Health and Societies

Please see ENVS-404 for detailed information HSOC-408-401 (Crosslisted as ENVS 408)
Urban Asthma Epidemic
Elaine Wright
TR 10:30-12, HAYD 358
An academically-based community service course Please see ENVS-408 for detailed information

Legal Studies

This course is an introduction to law and the legal process. It will help you understand how legal systems work, how lawyers and judges think, how social values impact the way laws are interpreted, and how legal rules evolve to cover new situations. The first part of the course surveys the ways judges think about the law using a variety of topics across the landscape of the law. The second part of the course focuses in depth on contract law, so you can understand how the legal doctrine develops in a specific area that is critical to business. The final classes examine how law deals with changes in society and technology, with a particular focus on the Internet and electronic commerce. Kevin Werbach is a leading expert on the business, policy, and social implications of emerging Internet and communications technologies. Werbach is Assistant Professor of Legal Studies at The Wharton School, University of Pennsylvania. He is also the founder of the Supernova Group, a technology analysis and consulting firm, and organizer of Supernova, a leading executive technology conference. Werbach was formerly the editor of Release 1.0, a renowned monthly report published by Esther Dyson. He has served as Counsel for New Technology Policy at the Federal Communications Commission, where he helped develop the US GovernmentÕs Internet and e-commerce policies. His writing has appeared in Harvard Business Review, Wired, The Industry Standard, Harvard Law Review, Slate, Red Herring, Business 2.0, and Fortune, among other publications. LGST-210-301 Corporate Responsibility and Ethics
Waheed Hussain
T R 10:30-12, JMHH F65
This course will explore theories of business responsibility from a multi-disciplinary and managerial perspective. Current theories of business ethics will be presented along with how they apply to a number of case studies. Topics include ethical and social responsibility issues with regard to advertising, affirmative action, employee rights, whistle-blowing, conflicts of interest, and financial management. Dr. Hussain's webpage

Physics

PHYS 170 is a difficult course, as one would expect for an Honors offering. It is possible to start in PHYS 170 and transfer to PHYS 150 in the first few weeks if you find the course too difficult. The instructor (Prof. P. A. Heiney) would prefer that you be co-registered in Math 240 or higher. It is no longer possible to place out of the predecessor math course, Math 114, purely on the basis of advanced placement scores, but the Math department offers placement tests at the beginning of the fall semester. Students co-registered in Math 114 (formerly Math 141) have done well in PH170 in the past, but they often need to do some extra work to make up for math topics they have not yet covered. Students co-registered in Math 104 (formerly Math 140) have usually done poorly in PHYS 170, so we suggest they register for PHYS 150. Note that you may pursue a major in Physics and Astronomy after taking either of these introductory sequences. Either of these sequences is also appropriate for majors in other physical sciences or engineering. Moreover, it is possible to take PHYS 171 (Honors Physics II) Spring 2004 instead of PHYS 151 if you do very well in PHYS 150 in the Fall. If you have further questions regarding Physics 170 or 171 you are welcome to contact the instructor directly at heiney@physics.upenn.edu. Dr. Heiney's webpage

Political Science

This is an idea generating, research seminar focused on Penn as a case study examining and assessing the contributions of colleges and universities to the democratic development of their students, communities, and societies. faculty from other departments of SAS and other schools will participate. Three objectives will be pursed. First, discussions about citizenship and democracy will be based on readings and research on what colleges and universities as well other institutions say they intend to do or are actually doing about education for democracy. Attention will be given to the proceedings and publications of the Council of Europe and its 2005 European Year of Citizenship through education in which Penn is involved. Second, the seminar will collect and analyze data gathered from a questionnaire that will be administered to target populations of Penn undergraduates. The data collected last year will be integrated with these new data on the democratic values, knowledge, and competencies of Penn students. Third, students will be organized into research teams and go into the near neighborhoods of Penn to assess what impact it is having on building the foundations for democratic life in those localities. The target locations will supplement those that were studied last fall. Papers and presentations will be based on the information and analyses generated in the seminar as well as the records of two previous seminars. Dr. Teune's webpage

PSCI-395-301
Power Sharing
Brendan O'Leary
T 3-6 PM, Room TBA

'Consociations' and 'federations' are often commended to share and divide power in territories with (past or present) national, ethnic and communal conflicts. This course examines conceptual, explanatory and normative debates over the merits and effectiveness of consociation and federation - and mixed systems. Case materials will be drawn from Belgium, Canada, Switzerland, India, Sri Lanka, South Africa, Bosnia and Herzegovina, Macedonia, Northern Ireland and Iraq. The essential books for purchase are listed below. Other materials will be posted on the Blackboard web-site for this course'. Essential books are: