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The requirements for the major allow for considerable flexibility and thus students should consult regularly with their geology department advisors for the selection of specific courses. In this course we will examine key macroeconomics challenges faced by developing countries. I never gave him a chance after that. Public Pastes. One course credit will be awarded for an advanced placement AP score of 5 in human geography.

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Or rather their development, or lack thereof, didn't. For a page book the characters remained remarkably undeveloped, at least within the nitty-gritty of the actual words on the page, words applying specifically to them and their inner worlds. The characters were more like parts of the overall landscapes described, hippy-dippies and homesteaders inextricably linked to their environments; merged with their environments.

View all 30 comments. This book is a gas! I thoroughly enjoyed it. It is hilarious and a great adventure story which you wouldn't expect from a bunch of goofy hippies. There are quite a number of books set around in counterculture milieus that give us the stories of radical political groups, who live in squats in the cities and who are busy planning abductions or bomb attacks for the good of mankind.

Fine books, but not hilarious i This book is a gas! Fine books, but not hilarious in the slightest. As I would imagine the majority of the hippies in sunny communes in California were doing! Norm, the leader is the leader solely by virtue of the fact that he ownes the property and provides the cash to buy groceries. He is a great talker and has no problems getting the girls, although he doesn't believe in brushing his teeth or personal hygiene in general and his glasses are all taped up.

We get to know a wide variety of the people sharing this sunny communal life, ranging from very sweet dopeheads, bad hippie parents a bit of acid couldn't hurt the kid! They all go on a great big adventure in a great big schoolbus to the far reaches of the U. It remains a really hilarious account to the end and, surprisingly enough, nothing really dramatically bad ever happens to them, but perhaps other people wouldn't agree with me on that.

So, if you are in the mood for reading a truly funny book, read this book! View all 4 comments. Jul 18, Jason Pettus rated it really liked it. Full essay can be found at the Chicago Center for Literature and Photography [cclapcenter. Just like anyone else who is a lover of great books, I find myself sometimes with a desire to become a "completist" of certain authors; that is, to have read every book that author has ever written.

This new series of essays chronicles that attempt. So first, a confession, that I still have a long way to go before becoming a completist of author TC Boyle; this is only the second novel of his I've re Full essay can be found at the Chicago Center for Literature and Photography [cclapcenter. So first, a confession, that I still have a long way to go before becoming a completist of author TC Boyle; this is only the second novel of his I've read, to tell you the truth, the other one being The Road to Wellville , possibly his most famous because of the movie version starring Anthony Hopkins, Matthew Broderick, Bridget Fonda, John Cusack and more.

Oh, but what a novel! Who knew that a contemporary author could paint such a vivid picture of events that happened nearly a century ago -- in this case, the formation of the various health spas in the upper Midwest at the turn of the 20th century, which for those who don't know were the groups who accidentally invented our modern breakfast cereals?

In fact, this is one of the things that Boyle is most known for as an author; for his meticulous and exacting research into whatever time period he is writing about, and whatever crazy events were happening during that time period. Now combine this with Boyle's ability to effortlessly jump between comedy and drama, his masterful touch as a story plotter, and a personal writing style that is both unique and never manages to call attention to itself, and you've got yourself one very admired and award-winning novelist indeed.

And of the eleven novels that Boyle has now written, arguably one of his best-known ones is 's Drop City , mostly because it's about the American hippie movement of the s and '70s, of which Boyle was a part of himself in his own youth having gotten his Bachelor's degree in , for those who don't know.

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And yes, just like Wellville , this novel also features a semi-wacky concept to propel the story forward; in this case, it's about a group of young people who start their own "free love" commune at the end of the '60s the aforementioned Drop City , which gets its start in California after founding member Norm inherits a large chunk of land from a recently expired relative.

And yes, just like Wellville , Boyle uses this semi-wacky concept for both humorous and dramatic purposes; to sometimes viciously make fun of how unequipped most of these idealistic flower children are to actually "live off the land," while still legitimately admiring their desire to do such a thing, and arguing why such a desire is ultimately a good thing that all of us should at least partly aspire to.

And of course, this being Boyle, the fun doesn't stop there; about halfway through the book, in fact, the residents of Drop City get tired of all the hassles of being in California the constant police harassment, the endless hippie mooches , and decide on a whim to move to Alaska instead, where Norm has access to yet more land owned by a relative, a grizzled fur-trapper uncle who has recently retired and moved to Seattle.

And thus does Boyle get the chance to expand the story even further, by introducing the existing population of that small Alaskan town as characters themselves, and by hopping back and forth between the two groups' storylines until the moment the hippies actually get to Alaska and the plots suddenly merge.

In fact View 1 comment. The collapse of the sixties free love movement is perhaps the greatest defeat Western society has endured. The flower children believed in a world unshackled to government control and white-collar slavery, they believed in an autonomous collective of free love, drugs and sex. By listening to the Doors and smoking hash in Californian tepees, they hoped to bring about a social revolution, to overthrow the squares by doing nothing whatsoever.

Then again, they only believed in this because their bou The collapse of the sixties free love movement is perhaps the greatest defeat Western society has endured. Then again, they only believed in this because their bourgeois parents had the misfortune to raise them in a time of plenty, giving them the freedom to run off and party in multicoloured pants with a wad of hard-earned notes in their tote bags.

I hate hippies. Drop City has little sympathy for the hippie movement as it cocks a snook at the idle brothers and sisters whose goal was, essentially, to avoid work at all costs and puff on drug pipes. Nowadays, hippies are known as PhD or liberal arts students, and the drug consumption remains the same.

Although his narrator goes a sentence or three too far with each description, he hits a note of buzzy mania, perfect for the vibrant rush of the era, though obviously quite infuriating in its excess. As the commune based on this real commune in southern Colorado battles nasty Nam dropouts and a planned council demolition, the group hotfoot it to Alaska, where they take refuge in their iced-out bus and numerous well-insulated shacks.

View all 8 comments. Jul 03, David K. For me, some novels just blur after putting them down, and I don't remember anything significant about the book a new friend potentially I had spent hours with. A lot of crime novels are like that, but with Drop City I recall almost all the plot and the details. Such an interesting book about a class of people whom I especially loathed at the time, until I came back from overseas and got to know a few through work and friends of friends, namely, hippies, political radicals, religious nuts, fem For me, some novels just blur after putting them down, and I don't remember anything significant about the book a new friend potentially I had spent hours with.

Such an interesting book about a class of people whom I especially loathed at the time, until I came back from overseas and got to know a few through work and friends of friends, namely, hippies, political radicals, religious nuts, females who seemed to be lost, macho men who were anything but.

Boyle was one of those Haight-Ashbury types who kept one eye open while living high and produced a magnificent black comedic condemnation, which is compassionate also, of those times in the 's when all of us were mixed up, lost and headed in every direction but head on. Don't go to Alaska without first reading Drop City.

I will read more T. Boyle, because of his accurate observations of people I have known. Jun 30, Janet rated it it was amazing Shelves: They say 'if you remember the sixties, you weren't there I laughed until tears dripped down my face, remembering those days, both the charm and the not so flattering side of being 'free'--a time when boys browbeat girls into sleeping with them with philosophy and suggesting they were 'uptight,' rather than sweet-talking them.

How certain people could always be counted upon to shirk the hard labor, on some sort of philosophical grounds relating to freedom, or simply lying low, but to show up regularly at mealtimes with their plates out. When the commune falls afoul of county Sanitation Department the downfall of many a commune , they decide to move to Alaska to ' live off the land.

A collision course with Reality seems to be the order of the day. Great great fiction and a terrific gift I've given over and over again. View all 3 comments. Sep 05, John rated it it was amazing Recommends it for: Already a clear-cut five-star, even before I finish, TC Boyle's ripe and agitated revisit to the hippie extremes of the late '60s offers both a celebration and a slam.

DROP CITY is the first novel of his I've tasted in a while; for years I'd sampled only the sharply-cornered ironies, their furniture often surreal, of his magazine fiction. Those always cracked the imaginative whip impressively, and trapezed their way through some breathtaking analogies, but this novel puts both those gifts on dis Already a clear-cut five-star, even before I finish, TC Boyle's ripe and agitated revisit to the hippie extremes of the late '60s offers both a celebration and a slam.

Those always cracked the imaginative whip impressively, and trapezed their way through some breathtaking analogies, but this novel puts both those gifts on display and more, taking everything to sonar depths, scary depths, of character and culture. What the novel has to reveal about the exploitation of the counterculture's women, for instance, would elevate Boyle to the stature of a feminist icon -- except he always couches that exploitation in painful individual weakness and drug-addled confusion.

The way he dramatizes the inarticulate fumbling of adolescence, and the mistakes it leads to, could make the author some sort of Guide for Youth -- except his monosyllabic exchanges, freighted with hormones and unspoken private histories, are always so hilarious, as are swift, palpable, perfect descriptions.

Plus, jeepers, how the plot moils! I'm writing this shortly after getting through a central climactic brouhaha, bloody yet comic, each complication erupting out of the blue yet dead right for the moment and the people involved, and I had to sit back, yank my head out the degree kaleidoscope, and ask: View all 5 comments.

This book is fuelled by flower power. Sadly I prefer books which are run on rocket fuel so this one did not deliver enough blast for my buck. This is the third TC Boyle book I've read and although I keep meandering back for more, I'm still yet to understand why.

Two tales make up the central thread of Drop City. Like two parallel spinal cords they prop up the floppy central core of the book. The first spine is the flacid, soaked in acid, hippy fuelled hurrah of Drop City. Most of the people resi This book is fuelled by flower power. Most of the people residing in the collection of yurts, tree houses, flop houses and tents are a fairly reprehensible group of individuals who have a mild work allergy and are so lazy they're happy to live in a green and pleasant land surrounded by their own chickpea laden bowel eruptions.

When you are content to camp in fields of your own shit it is probably time to have a little word with yourselves. By stark contrast, the second spinal cord propping up the book is one of ice and iron. The residents of Boynton, Alaska are survivalist, self sufficient and living off the skinny of the land.

Alaska has very little fat. Life is hard and if you can catch it then you can stew it, eat it or wear it. Those who choose to live along the 30 mile river are spikier than snow shoes and harder than a frozen sliver of moose jerky. You know at some point the peace and love lives of the dippy hippies of Drop City are going to collide, entwine, enmesh and embed in the peace but a lot less love filled lives of the trappers, hunters and self sufficient men on the 30 mile but it is just a matter of waiting and maybe tie-dying a few t-shirts until the story ponderously climaxes.

The two parallel tales finally collide where and when you might imagine and hippy v trapper hijinx ensue. The hippies generally come out of it all looking half arsed, self absorbed and clueless. Kind of inexplicable, kind of predictable but still kind of readable. A 70s hippie commune called Drop City gets driven out of California and decides to try making it in Alaska.

Wild and crazy! If you've ever dreamed of homesteading in Alaska, take heed and be prepared! Some interesting observations about how human nature played a role in destroying their utopian dream: Though they espoused 'peace and love,' they frequently got into fights--many because, though they said they believed in the concept of 'free love,' jealousy erupted when their current love slept wit A 70s hippie commune called Drop City gets driven out of California and decides to try making it in Alaska.

Though they espoused 'peace and love,' they frequently got into fights--many because, though they said they believed in the concept of 'free love,' jealousy erupted when their current love slept with another. Though the women did not want to be at all like their mothers, they fell into the traditional roles of cook and housekeeper in the commune. At least one of the men realized that without 'women' filling those roles, the whole system would fall apart.

No one ever seemed to imagine that a man might do those tasks--except to 'grill steaks' on one occasion. Though they didn't want 'rules,' they began running into situations where leadership, rules and discipline would have been helpful. Like when a gang rape of an underage girl occurred. Like when thefts and vandalism became a problem.

Like when plans for survival during an Alaskan winter would have been helpful. Oh, people! View 2 comments. Jan 27, John rated it it was amazing. TC Boyle's novel about the Northern California commune hooks you from the start. The carefree lifestyle, readily available drugs, open sexuality and irresponsibility of this motley mix of nature-loving misfits carries a heavy cost.

Bills have to be paid. Toilets overflow. Young children are neglected. Freeloaders show up and take without giving. As I read the first part of the book set somewhere around Sonoma I recalled Peter Coyote's autobiographical Sleeping Where I Fall, about his own involvement in the Haight Ashbury scene and communal living in the 60s. When the government finally moves in the commune whimsically decides to relocate to the wilds of Alaska.

Getting back to Nature can be prove to be pretty daunting in a harsh, unforgiving environment. This is not Northern Exposure. On the edge of civilization, day-to-day living can be treacherous and nasty. Well-written, graphic in its sketches of the Alaskan wilderness and engaging in its depiction of the rivalries and tensions within this remote Alaskan outpost the hippies attempt to infiltrate, this novel is a gem.

Oct 26, Andrew rated it it was amazing Recommends it for: Also chicks. Drop City is a book, above all else, about adventures. You could say that Drop City is a book about hippies, a surprisingly sober insight into the inner monologues of a gaggle of full-fledged flower children as they celebrate free love under the summer sun of California and in the dead serious beauty of the Alaskan middle-of-nowhere.

You could say that Drop City is almost as much about trappers, about a society of hard men and women who live off the grid, driven there by fear or stubbornness or Drop City is a book, above all else, about adventures. You could say that Drop City is almost as much about trappers, about a society of hard men and women who live off the grid, driven there by fear or stubbornness or madness, surviving and thriving in a place most civilized folks actively avoid bothering with.

You could say it's about the wacky, tragic Far-East-philosophy-meets-American-North-West-Wilderness antics that the book promises early on and delivers in spades in the second half, but the sense of adventure that runs through it, of life's little hopes and great expectations and the sudden shock of carrying through with any of them; its grasp on the monotony of downtime and the uncomfortable disbelief of the morning after; of the scattershot miracles and tragedies that come time and again, and the fragile fear and anticipation that accompanies a conquered goal when you suddenly understand that you're expected to defend it now, and the way some people treasure that peace above all else while others seem unable to trust it or are even sickened by it Yeah, adventures.

Give it a go. It's an excellent and endearingly written novel by someone I've been told to attempt half a dozen times from just as many sources. Expect love, drugs, sex, bears, beauty, tragedy, and all that jazz. The antiwar movement may be sprouting up again, but there's no climate for flower power this time around.

The hippies who led America's last great protests against military intervention have been effectively co-opted by Old Navy, their radical message fermented in the stills of Madison Avenue down to an intoxicating syrup of consumerism. If that weren't enough to shoo the merrymakers off, a couple of major literary authors have recently turned the water cannons on them, blasting away their puka The antiwar movement may be sprouting up again, but there's no climate for flower power this time around.

If that weren't enough to shoo the merrymakers off, a couple of major literary authors have recently turned the water cannons on them, blasting away their puka beads with a torrent of bitter satire. The first was A. Byatt's Whistling Woman , which ended in a conflagration sparked by radical antiuniversity students. And now comes T.

Boyle's Drop City, a rebuke of hippie culture that would make Abbie Hoffman put on a tie and write a humble apology on Crane's stationary. There seems little need for concern that the Age of Aquarius will assert itself on anything besides teen fashion, but these authors have assembled a phalanx of commentary to repulse any resurgence of naive optimism.

Boyle has long produced political novels that make you hanker for a good book club. In Drop City, which portrays a raucous West Coast commune in the s, he shows the same elaborate command of historical detail and social milieu that he demonstrated so effectively in Tortilla Curtain, which dealt with Mexican immigration into California in the s, and Friend of the Earth, which parodied radical environmentalists.

But Drop City may be his most sophisticated work to date because here he seems more willing than ever to let the colorful characters he creates follow their own paths. The story follows the aimless experience of a young woman named Star, who's escaped her stultifying suburban parents in the Midwest to join 60 cool "chicks" and "cats" in Drop City, a free-love commune in California.

At first, "this was the life Star had envisioned," Boyle writes, "a life of peace and tranquility, of love and meditation and faith in the ordinary, no pretense, no games, no plastic yearning after the almighty dollar. Three weeks of flatulent bean stew, drug-numbed headaches, and coerced sex dressed up in the lingerie of free love are enough to soil Star's Edenic dream. Boyle is a Dickensian genius at the portrayal of hypocrisy.

He zeroes in mercilessly on the human tendencies that complicate this social experiment, even while portraying their simple yearnings with real tenderness and sensitivity. Still, no amount of preaching against the constraints of "bourgeois morality" can free these people from feelings of attachment or jealousy.

The invitation to kick back and relax does nothing to encourage construction of a badly needed septic system. And Norm's open-door policy inevitably allows some truly frightening "cats" to wander up to the trough. This is an old tension in America, of course, and American literature. In the 17th century, the New World reignited ancient utopian fantasies that were quickly doused by war, disease, and hardship.

And in the early 19th century, Nathaniel Hawthorne was already writing an incisive critique of his transcendental friends in The Blithedale Romance. Boyle's witty update includes considerably more drug use and sex, but his conservative conclusions are essentially the same: Moral license does not produce real freedom or satisfaction.

One of the novel's most interesting strategies is its surprising shift to Alaska about halfway through, which allows Boyle to demonstrate again his remarkable command of strange locales and characters. When Norm and the clan flee California for the edge of civilization, they eventually run into the last real American man named Sess Harder Hawthorne would appreciate these names, too.

Sess lives in a little cabin he built himself, three hours by canoe from the nearest town. He's dropped so far out of society that he makes Henry David Thoreau look like a complete sell-out. After a courtship that would seem implausible if we all weren't recently conditioned by The Bachelorette, he marries a woman who's been looking for a self-sufficient man like him, and the two of them set to work in this unforgiving no man's land.

Of course, what interests Boyle and us are the striking differences and ironic similarities between Sess's survivalist holdout and Norm's hippie commune that resettles a few miles away. Once again, the clay barely has time to set in Eden before trouble slithers around both these hopeful homes. But Sess's well-prepared dugout can't save him from disaster, either.

It seems that no matter how far away people go, there they are. And that's a problem that can't be avoided by brute strength or social reconstruction. For novels that matter, novels that grapple with the intractable challenge of how we're ever going to get along, Boyle remains one of America's most engaged and engaging authors.

Originally published in The Christian Science Monitor. May 02, Tikay Hill rated it did not like it. I was very dissappointed by T. Boyle on this one. A sad depiction of communal living. Having lived in the midst myself, and visited other communes intentional living places all I can really say is his rendering is pure hogwash!

I believe the man is a pig, he's lazy and lacking in ability to do proper research. He seemed to find pleasure in making subtle innuendos using the norm of stereotypical stigma s in his writing. I found his book ridiculous. The stigma around the counter culture needs I was very dissappointed by T. I know a hell of a lot more about grass roots counter cultural movements, and those of us who do know may have a duty to report more on it.

This is the only beneficial thing to come out of reading his despicable book I was actually sickened by the way he portreyed my tribe, and the sort of people I was raised around. I really wish I had never had the experience of reading this book. I was pretty much horrified, page by desperate page, and only kept reading it, to see if before all his b. Boyle failed miserably to gather the right information, to give the world a look inside the cult of personality we would call intentional living, now, once known as the commune in America.

ZeRo Stars Jul 04, Sian Lile-Pastore rated it really liked it Shelves: This is a proper, juicy, big novel. I love Boyle's writing style feels somehow like old-fashioned storytelling and it's one if those novels you can just sink into. Saying that though, it is a bit long And I think I'd have enjoyed it more if I'd read it on a long train journey or something, as it's difficult to get back into if you're just reading a few pages here and there.

It's a book about a commune that moves to Alaska - I felt cosy reading about fires and stew in cold cabins, but the wh This is a proper, juicy, big novel. It's a book about a commune that moves to Alaska - I felt cosy reading about fires and stew in cold cabins, but the whole thing has an edge of darkness and imminent disaster.

The ending is kind of something and nothing. I hope they're all ok out there! Apr 18, Jeffrey rated it really liked it. My own recollection of hippie culture is more domestic. It was the basement of my babysitter, the one whose shaggy blonde husband in tie-died shirts only added to the strange, just-beyond-their-hippie-years mystique of her house.

As far as American subcultures go, the hippies were but a flash in the pan. This is sometimes easy to forget given not only the way in which they have been romantically portrayed in American pop culture, but also the way in which critics of those same cultural performances have made the hippies into the archetypical embodiment of their generation.

The hippies, a small set of mostly white, upper middle class individuals, were but a small fraction of the roughly 22 million Americans that came of age in the mids. And the number that actually lived on communes was even smaller. To herald the hippie movement itself as a genuine and influential American counterculture is to declaim history from a left side view mirror rather than from the fuller picture of a rearview mirror.

Such is the case with T. The story is told via five main characters who each employ a close third person, hand-off style of narration whereby each in turn sets the narrative table for the next. Three of the narrators, Pan, Star, and Marco, are hippies themselves looking respectively for adventure, escape, and opportunity.

The other two, Sess and Pamela, though anything but hippies, are looking for the same things, albeit through an even less conventional, off-the-grid lifestyle in the Alaskan bush. One of the central questions that drives the early plot forward is how these two sets of people, so different in disposition, will get along, and what potential calamities might ensue. Some of them, such as the slightly underwhelming final sequence of events, are about as predictable as the car crash that spells the end of Drop City South earlier in the book.

But many more are unexpected and genuinely exhilarating, such as when a wolverine decides to lunch on a pair of goats, or when a local knuckledragger crashes the midnight sun of a wedding party. Sometimes the misadventures are just plain funny, particularly one episode in which a bus full of hippies beat the tar out of three pale-skinned, muscle-bound, flat-topped, pickup-driving University of Oregon football players.

The two female narrators, Star and Pamela, are particularly well rendered but Sess is overly romanticized. Marco is the most emotionally complex character. Pan, also known as Ronnie, is made out to be a shifty, unreliable, and unlikable character from the very beginning and as the book nears its conclusion the only question that remains is whether or not he will share the same fate as the cretin Joe Bosky, that walking pile of alpha-male buffoonery on which Boyle spares no hyperbole.

As for Iron Steve, he must surely exist for this beautifully evocative sentence alone: But it must be noted that they are the exception to the prosaic rule. For the genre-reader who rarely ventures into the unpredictable wilds of literature, this will be a welcome quality.

The prose is straightforward and leaves little to the imagination. One can read this book with very little pause for reflection. When Boyle does tap into a more literary vein, the results are mixed. Unclear, but pack your neck brace. Whether literary or genre fiction, truthfully, matters little. He also parodies the cult of leader worship and the parasitic nature of the feckless celebrity class through characters like the aptly named Norm and the primadonna Premstar.

And finally, how can you not laugh when Drop City North, in the middle of winter and more than a hundred miles from the nearest pharmacy, is infested with pubic lice, aka crabs, and one character read: Some will undoubtedly object, others will seek to deny its accuracy.

To do so, though, is to miss the point of the book. The hippies were the product of a generation that enjoyed all the benefits of economic largesse. And, harsh as it may sound, economic deprivation goes a lot farther to changing the world than does its spoiling opposite. Otto, April 21, Apr 01, Andrew added it Shelves: I'm not sure quite where the appeal comes from, honestly.

China's fifth-generation directors of the s and their successors up to the present; Taiwan's new wave; and Hong Kong popular cinema, including martial arts film. The course is designed to help students understand the place of cinema in Chinese culture and develop the analytical tools necessary for the informed viewing and study of Chinese film.

We will look at everything from art film, to underground film, to recent box office hits. No prerequisites One evening film screening per week. Sociolinguistics is mainly concerned with the interaction of language and society. The language situation in China is unique both in the modern world and in human history.

We will gain a good understanding of sociolinguistics as a scientific field of inquiry through exploring the Chinese situation in this course. Some of the questions we will ask are: What is Mandarin Modern Standard Chinese? Who are "native speakers" of Mandarin? Are most Chinese people monolingual speaking only one language or bilingual speaking two languages or even multilingual?

How many "dialects" are there in China? What is the difference between a "language" and a "dialect"? Are Chinese characters "ideographs", i. Why has the pinyin romanization system officially adopted in the s never supplanted the Chinese characters? Why are there traditional and simplified characters? We will also explore topics such as power, register, verbal courtesy, gender and language use.

Students are encouraged to compare the Chinese situation with societies that they are familiar with. One semester of Chinese language study or by waiver. LNGT This course aims at further development of overall language proficiency through extensive reading of selected texts representing a wide variety of subjects and styles.

Classes will be conducted entirely in Chinese except for occasional recourse to English by the instructor to provide a quick solution to problems of definition. The main text will be All Things Considered with supplementary readings selected to help students both continue to work toward competence in conversational Chinese and also begin to master a more sophisticated register of language.

This course is a continuation of CHNS with continued practice in conversational Chinese and a greater emphasis on reading works of a literary nature. CHNS or equivalent 4 hrs. This seminar explores the spectrum of traditional attitudes toward romantic love and sexuality in pre-modern China as seen through the prism of classical Chinese literature.

Fiction and drama will be the focus of this course with some attention given to lyric poetry and autobiographical writing. Literary texts to be analyzed include the early ninth-century story, The Story of Yingying , the late sixteenth-century drama, The Peony Pavilion , the late seventeenth-century erotic novella, The Carnal Prayer Mat , along with selected chapters from the late sixteenth-century erotic novel, Jin Ping Mei , and the eighteenth-century masterwork, The Story of the Stone also known as Dream of the Red Chamber , etc.

Normally offered in alternate years. CHNS strongly recommended 3 hrs. This course is designed to improve students' competency in highly pragmatic Chinese, spoken and written. Readings and discussion will cover a wide variety of contemporary materials with an emphasis on linguistic preparation for study in China.

CHNS or equivalent 3 hrs. This course is an introduction to wenyan, the written language of traditional China. In this course we will emphasize comprehension of the literal and metaphorical meanings of short wenyan texts. Our approach will include grammatical analysis and baihua translation i.

This course begins the two-semester sequence of Classical Chinese, which not only introduces students to wenyan but also provides a vital learning experience for any student seeking to attain a high level of linguistic and cultural proficiency in Chinese, including modern written discourse.

CHNS or the equivalent 3 hrs. A continuation of CHNS In this course students will read a wide selection of wenyan texts that sample the classics of ancient Chinese thought, including Confucius' Analects , the Daoist texts Laozi and Zhuangzi , Mohist arguments against war, Sunzi's The Art of War , and Legalist writings on law. Students will also learn to punctuate wenyan texts which were originally unpunctuated and compose sentences or short paragraphs in wenyan.

All class discussion will be conducted in modern Chinese. A survey of materials written in modern expository Chinese academic, journalistic and polemical that focus on the cultural, political, economic, and social issues of contemporary China. This advanced readings course is designed primarily for seniors who have already spent a semester or more studying and living in China or Taiwan.

Emphasis will be given to further developing students' ability to read, analyze, and discuss complex issues in Mandarin while also advancing proficiency in writing and in oral comprehension. Oral reports and written compositions will be integral to the course's requirements. Approval Required 3 hrs. The capstone course for those students who have attained a high level of Chinese language proficiency.

The goal of this course is to help students improve their ability to read, write, and talk about politics and business in China. Most of this course will focus on recent and current debate and discussion in China over domestic political programs and policies, international relations, and business trends.

Discussion will also touch upon the political and economic history of the People's Republic of China and Taiwan. We will read articles intended for popular audiences in the Chinese-speaking world. A capstone course for all Chinese majors and for others who have attained a high level of Chinese language proficiency. All reading, discussion, and critical writing will be in Chinese.

Wiebe, W. Xu, J. Chen; Spring Wiebe, H. Du, T. A survey of Greek history from Homer to the Hellenistic period, based primarily on a close reading of ancient sources in translation. The course covers the emergence of the polis in the Dark Age, colonization and tyranny, the birth of democracy, the Persian Wars, the interdependence of democracy and Athenian imperialism, the Peloponnesian War, and the rise of Macedon.

This course is an introduction to the literature, politics, culture and history of the Roman Republic c. Our readings cover a broad variety of literary genres and authors: As we read we will be careful to investigate how these texts present different and often conflicting ideas of what it means to be Roman, as well as how different ideologies of Rome compete throughout each work.

A survey of the comic playwrights of Greece Aristophanes and Menander and Rome Plautus and Terence in light of their ancient social, political, and religious contexts as well as modern theoretical approaches to laughter including psychoanalysis and structural anthropology. We will trace enduring aspects of the comic tradition that can be found in both Greece and Rome and also look forward to Renaissance and modern comedy.

These include: CMLT Greek mythology, an enduring presence in Western thought, has provided, according to Carl Jung, the foundation of one half of our spiritual tradition. In this course we shall study how this rich mythical material has shaped modern poetry. Through close readings of modern poems and their ancient models, we will trace the way 20th-century poets appropriate and transform the classical past in order to reflect on their historical present.

While viewing this function of myth as an element of modernity, we shall also explore how these poets build connections between the archetypal meaning of the ancient stories, the questions of existence, and our own contemporary lives. For over years, Athens and Sparta were recognized as the most powerful Greek city-states, and yet one was a democracy Athens , the other an oligarchy Sparta.

One promoted the free and open exchange of ideas Athens ; one tried to remain closed to outside influence Sparta. This course studies the two city-states from the myths of their origins through their respective periods of hegemony to their decline as imperial powers. The goal is to understand the interaction between political success and intellectual and cultural development in ancient Greece.

Seminar in Classical Literature: The plan and argument of his work, however, including its many fantastic stories, disclose a philosophic intention that resists easy categorization. The story of this unlikely triumph of political freedom and limited government over despotic empire is told against the background of the Afro-Asiatic origins of Greek civilization, which Herodotus uncovers in wide-ranging investigations of the customs and religions of Greece, Lydia, Media, Persia, Egypt, Libya, and Scythia.

A comprehensive overview of the major literary, historical, and philosophical works of Greece and Rome. This course completes the introductory course offered in Winter Term and will conclude with a reading of Plato's dialogue, Ion. This course is an introduction to the critical analysis of imaginative literature of the world, the dissemination of themes and myths, and the role of translation as the medium for reaching different cultures.

Through the careful reading of selected classic texts from a range of Western and non-Western cultures, students will deepen their understanding and appreciation of the particular texts under consideration, while developing a critical vocabulary with which to discuss and write about these texts, both as unique artistic achievements of individual and empathetic imagination and as works affected by, but also transcending their historical periods.

This course will introduce several major schools of contemporary literary theory. By reading theoretical texts in close conjunction with works of literature, we will illuminate the ways in which these theoretical stances can produce various interpretations of a given poem, novel, or play. The goal will be to make students critically aware of the fundamental literary, cultural, political, and moral assumptions underlying every act of interpretation they perform.

Myth and Contemporary Experience: CLAS Novels that juxtapose the marvelous with the everyday have shadowed and mocked mainstream realism for the better part of two centuries, and have proliferated in recent years to the point where they may constitute the predominant genre of our globalized culture. We will explore examples of these boundary-defying fictions across several decades and various national literatures.

In the course of our readings we will move through the cultural and social transformations beginning with the paranoia and alienation of the Cold War, and continuing with the Civil Rights era, the national crisis of Vietnam, the rise of multiculturalism and the culture wars in the s, the wide ranging effects of the information revolution, the profits and perils of globalization, and the profound anxiety of the war on terror.

In this course we will provide a broad introductory overview of the discipline of computer science, with no prerequisites or assumed prior knowledge of computers or programming. A significant component of the course is an introduction to algorithmic concepts and to programming using Python; programming assignments will explore algorithmic strategies such as selection, iteration, divide-and-conquer, and recursion, as well as introducing the Python programming language.

Additional topics will include: In this course we will provide an introduction to the field of computer science geared towards students interested in mathematics and the natural sciences. We will study problem-solving approaches and computational techniques utilized in a variety of domains including biology, chemistry, physics, and engineering. Students will learn how to program in Python and other languages, how to extract information from large data sets, and how to utilize a variety of tools employed in scientific computation.

The course has no prerequisites and assumes no prior experience with programming or computer science. In this course we will provide an introduction to the mathematical foundations of computer science, with an emphasis on formal reasoning. Topics will include propositional and predicate logic, sets, functions, and relations; basic number theory; mathematical induction and other proof methods; combinatorics, probability, and recurrence relations; graph theory; and models of computation.

One CSCI course at the level 3 hrs. In this course we will study the ideas and structures helpful in designing algorithms and writing programs for solving large, complex problems. The Java programming language and object-oriented paradigm are introduced in the context of important abstract data types ADTs such as stacks, queues, trees, and graphs.

We will study efficient implementations of these ADTs, and learn classic algorithms to manipulate these structures for tasks such as sorting and searching. Prior programming experience is expected, but prior familiarity with the Java programming language is not assumed.

A detailed study of the hardware and software that make up a computer system. Topics include assembly language programming, digital logic design, microarchitecture, pipelines, caches, and RISC vs. The goal of the course is teach students how computers are built, how they work at the lowest level, and how this knowledge can be used to write better programs.

This course explores the nature of computation and what it means to compute. We study important models of computation finite automata, push-down automata, and Turing machines and investigate their fundamental computational power. We examine various problems and try to determine the computational power needed to solve them. Topics include deterministic versus non-deterministic computation, and a theoretical basis for the study of NP-completeness.

This course focuses on the development of correct and efficient algorithmic solutions to computational problems, and on the underlying data structures to support these algorithms. Topics include computational complexity, analysis of algorithms, proof of algorithm correctness, advanced data structures such as balanced search trees, and also important algorithmic techniques including greedy and dynamic programming.

This course examines the process of developing larger-scale software systems. Laboratory assignments emphasize sound programming practices, tools that facilitate the development process, and teamwork. Students will become intimately acquainted with the low-level software services that applications often take for granted.

Through a broad, project-based survey of core system libraries and UNIX system calls, students will explore process management, memory management, linking and loading, threading, synchronization, filesystem operations, and inter-process communication networking.

In each area, students will build software using these building blocks, gaining an understanding of the behavior and efficiency of the tools at their disposal. Students will also gain experience building larger, more complex systems upon which applications can be built. This course is ideal for students who wish to understand and construct the software infrastructure upon which user-level software depends.

CSCI 3 hrs. In this course students will learn efficient data structures and design techniques for spatially-explicit agent-based modeling using the NetLogo programming language. Agent-based modeling techniques will be applied to problems in the social and natural sciences, mathematics and computational sciences, and agent-based games.

In this course we will explore advanced programming features of NetLogo such as links, GIS extensions, 3D modeling, and the profiler. Students will design and implement a significant term project. Computer networks have had a profound impact on modern society. This course will investigate how computer networks are designed and how they work.

Examples from the Internet as well as our own campus network will be discussed. An introduction to the design and construction of compilers and translators. Topics include context-free grammars, lexical analysis, symbol tables, top-down and bottom-up parsing, parser generators, error recovery, run-time organization, declaration processing, type checking, code generation, and optimization.

Through the course of the semester students will implement a complete compiler for a simple programming language. Machine Learning is the study and design of computational systems that automatically improve their performance through experience. This course introduces the theory and practice of machine learning and its application to tasks such as database mining, pattern recognition, and strategic game-playing.

Possible topics include decision-tree methods, neural networks, Bayesian and statistical methods, genetic algorithms, and reinforcement learning. Biometric recognition, or simply biometrics, is the science of establishing the identity of a person based on physical or behavioral attributes.

In this course we will cover the three primary modalities of biometric recognition, namely fingerprint, face, and iris. We will also introduce other emerging technologies such as recognition of gait, hand geometry, and ear. Other topics will include the security of biometrics, statistics for biometric evaluation, spoofing, ethical issues related to biometric technology, the relation to forensic science, and the impact biometric recognition has had on the judicial system.

Individual study for qualified students in more advanced topics in computer science theory, systems, or application areas. Particularly suited for students who enter with advanced standing. Briggs, P. Johnson, D. Scharstein, M. Linderman, J. Grant, S. Kimmel; Spring Briggs, D. Dickerson, P. Johnson, A. Christman, M. This senior seminar provides a capstone experience for computer science majors at Middlebury College.

Through lectures, readings, and a series of two to three week individual and group assignments, we will introduce important concepts in research and experimental methods in computation. Examples will include: Approval only. The senior thesis is required for all CSCI majors who wish to be considered for high and highest departmental honors, and is recommended for students interested in pursuing graduate study in computer science.

Students will spend the semester researching and writing, and developing and experimenting as appropriate for their topic. All students will be expected to report on their work in the form of a written thesis, a poster, and an oral presentation at the end of the semester. In addition, throughout the semester, students will meet as a group to discuss research and writing, and will be expected to attend talks in the Computer Science lecture series.

Before approval to join the class is granted, students are expected to have chosen a thesis adviser from the CSCI faculty, and determined a thesis topic with the guidance and approval of that adviser. CSCI and approval required 3 hrs. In this course, students will have the opportunity to dig deeply into their own creativity and explore the processes by which ideas emerge and are given shape in the arts.

The experiential nature of this course integrates cognition and action, mind and body. Students will engage a range of modes of discovering, knowing, and communicating, which are designed to push them beyond their present state of awareness and level of confidence in their creative power. Practical work will be closely accompanied by readings and journaling, culminating with the creation and performance of a short project.

Students develop flexibility, strength, coordination, rhythm, and vocabulary in the modern idiom. Concepts of time, space, energy, and choreographic form are presented through improvisation and become the basis for a final choreographic project. Readings, research, and reflective and critical writing about dance performance round out the experience.

This is the first course in the studio sequence for students entering Middlebury with significant previous dance experience. It is also the course sequence for those continuing on from DANC or DANC and provides grounding in the craft of modern dance needed to proceed to more advanced levels. Modern dance movement techniques are strengthened to support an emerging individual vocabulary and facility with composition.

Students regularly create and revise movement studies that focus on the basic elements of choreography and the relationship of music and dance. Readings, journals, and formal critiques of video and live performance contribute to the exploration of dance aesthetics and develop critical expertise.

DANC or by approval 3 hrs. In this course students will gain an embodied understanding of the practices and techniques needed to proceed to advanced improvisational work. Readings, journals, and responses to video viewings and live performances contribute to the exploration of historical contexts, aesthetics, and cultural improvisations. This course has been designed for students with an interest in the dialogue between the science of body and the science of place.

Its goals are to enhance movement efficiency through experiential anatomy and to heighten participants' sensitivity to natural processes and forms in the Vermont bioregion. Weekly movement sessions, essays by nature writers, and writing assignments about place encourage synthesis of personal experience with factual information.

Beyond the exams and formal writing assignments, members of the class will present a final research project and maintain an exploratory journal. In this seminar we will focus on the emergence and development of 20th century American concert dance--especially modern and postmodern dance forms--from the confluence of European folk and court dance, African and Caribbean influences, and other American cultural dynamics.

Readings, video, and live performance illuminate the artistic products and processes of choreographers whose works mark particular periods or turning points in this unfolding story. Our study is intended to support informed critical articulations and an understanding of the complexity of dance as art. This course involves concentrated intermediate-advanced level work in contemporary dance technique and choreography culminating in production.

In this course we will take an interdisciplinary look at the dynamic relationship between the body and digital media. Students will develop skills in basic film editing, real-time software manipulation, open-source media research, project design, and collaboration. We will address design history and theories of modern media through readings and multimedia sources.

Process and research papers and work-in-progress showings will document ongoing collaborations that will culminate in an informal showing at the end of the semester. This course is open to students of all artistic backgrounds who are interested in significantly expanding their creative vocabularies and boundaries to include dance.

Approval required; DANC required for dance students 3 hrs. In preparing two fully produced dance productions for the stage, students will participate in and be exposed to professional production practices in all areas of dance technical design, including sets, costumes, props, lights, and sound. Students will be involved in planning, building, operating, lighting, documenting, striking, and publicizing fully produced dance program concerts.

This course offers an in-depth experiential study of skeletal structure, and includes aspects of the muscular, organ, endocrine, nervous, and fluid systems of the human body. The goal is to enhance efficiency of movement and alignment through laboratory sessions, supported by assigned readings, exams, and written projects.

Not open to first-year students 3 hrs. Dancers work with the artistic director and guest choreographers as part of a dance company, learning, interpreting, rehearsing, and performing dances created for performance and tour. Those receiving credit can expect four to six rehearsals weekly. Appropriate written work, concert and film viewing, and attendance in departmental technique classes are required.

Auditions for company members are held in the fall semester for the year. One credit will be given for two terms of participation. Performances and tour are scheduled in January. Limited to sophomores through seniors, by audition. DANC ; Approval required 4 hrs. In this course we will investigate three aspects of place in relation to dance: The course culminates in formal and informal showings of performance work.

The emergence of a personal philosophy and dance aesthetic will be engaged and formally articulated in writing. Students will gain rigorous training in the simultaneous conception, composition, and performance of dance works. This will include units in techniques such as contact improvisation, performance improvisation, site specific work, musical collaboration, and elemental integration.

The body will be developed as an articulate, responsive instrument while the mind is honed toward quick, clear perception of potential form with a willingness to act and react. Personal philosophy and dance aesthetics will be cultivated and formally articulated in writing. Musicians proficient with their instrument and interested in improvisation are strongly encouraged to seek admission.

Required for dancers: This advanced physical and theoretical study of a variety of movement techniques will further prepare dance majors and minors for the rigors of performance, technical craft, and physical research. Exercises and discussions will revolve around increased subtlety, strength, flexibility, musicality, and dynamics with the goal of heightening the communicative range of the moving body.

Rotating movement aesthetics taught by dance faculty. Approval required. Forestieri, C. Brown, P. McGregor; Spring Miranda, G. An introduction to macroeconomics: Theories and policy proposals of Keynesian and classical economists are contrasted. Topics considered include: An introduction to the analysis of such microeconomic problems as price formation the forces behind demand and supply , market structures from competitive to oligopolistic, distribution of income, and public policy options bearing on these problems.

Economics and Gender is an introduction to using the tools of economics to understand gender-related issues. In the second part of the course we will study economic models of wage determination and focus on explanations of, and policy remedies for, earnings differentials by gender. The final part of the course will focus on new research in economics on gender-related topics.

ECON 3hrs. Basic methods and concepts of statistical inference with an emphasis on economic applications. Topics include probability distributions, random variables, simple linear regression, estimation, hypothesis testing, and contingency table analysis. A weekly one-hour lab is part of this course in addition to three hours of class meetings per week.

In this course regression analysis is introduced. The major focus is on quantifying relationships between economic variables. Multiple regression identifies the effect of several exogenous variables on an endogenous variable. After exploring the classical regression model, fundamental assumptions underlying this model will be relaxed, and further new techniques will be introduced.

Methods for testing hypotheses about the regression coefficients are developed throughout the course. Both theoretical principles and practical applications will be emphasized. The course goal is for each student to employ regression analysis as a research tool and to justify and defend the techniques used.

In this course we will provide students with the tools to conceptualize, design, and carry out a research project in economics. Topics will include survey design, sampling and power, experimental design in and out of the lab , natural experiments, and other approaches to identifying causal relationships. Drawing from several sub-disciplines in economics, students will examine, replicate, and critique various studies.

Emphasis will be placed on the formulation of valid, feasible research questions, and on the description and interpretation of results. ECON 3 hrs. We will explore the economics of happiness in both the micro and macro realm. We start with the neoclassical model of rational individuals who know with great precision what makes them happy.

Next we explore behaviorist challenges to that model, including issues of regret, altruism, fairness, and gender. On the macro side, we investigate the puzzle of why, though most of us like more income, a growing GDP does not seem to make societies happier; we examine the impact of the macroeconomic environment on individual happiness.

This course is designed to provide a survey of the most important issues facing Latin American policymakers today. The course will place contemporary problems in their historical perspective and will use applied economic analysis to examine the opportunities and constraints facing the economies of Latin America. In farmers made up over half the population of this country and fed about 30 million people.

In this course we will look at the history, causes, and results of this incredible transformation. While studying the economic forces behind the changing farming structure, we will examine farm production, resources, technology, and agricultural policy. Field trips to local farms and screenings of farm-related videos and movies will incorporate the viewpoint of those engaged in agriculture.

Economic History and History of Economic Thought This course will provide an introduction to economic history and the history of economic thought. We will investigate and understand the causes and consequences of important historical events and trends, such as industrialization and globalization, from an economic perspective. We devote considerable attention to the dissemination throughout Europe of new industrial and agricultural practices originating in Britain.

Along the way, we evaluate how prominent economists perceived and analyzed the events of their time. In this course we will explore the economic development of China up until the present day, giving particular attention to the socialist era and the post reforms. This course provides an overview of international trade and finance.

We will discuss why countries trade, the concepts of absolute and comparative advantage, and gains from trade. We will explore commercial policies, arguments for and against tariffs, non-tariff barriers, dumping and subsidies, the role of the WTO, as well as the pros and cons of regional free trade associations. In the second part of the course we will primarily concentrate on international macroeconomics, focusing on foreign exchange rates, balance of payments, origins of and solutions to financial crises and the history and architecture of the international monetary system.

Macroeconomic theory analyzes whether the market effectively coordinates individuals' decisions so that they lead to acceptable results. It considers the effectiveness of monetary, fiscal, and other policies in achieving desirable levels of unemployment, inflation, and growth. The theories held by various schools of economic thought such as Keynesians, monetarists, and new classicals are considered along with their proposed policies.

Microeconomic theory concentrates on the study of the determination of relative prices and their importance in shaping the allocation of resources and the distribution of income in an economy. We will study the optimizing behavior of households in a variety of settings: We will also examine the behavior of firms in different market structures.

Together, the theories of household and firm behavior help illumine contemporary economic issues discrimination in labor markets, mergers in the corporate world, positive and negative externalities, for example. This course is dedicated to the proposition that economic reasoning is critical for analyzing the persistence of environmental damage and for designing cost-effective environmental policies.

The objectives of the course are that each student a understands the economic approach to the environment; b can use microeconomics to illustrate the theory of environmental policy; and c comprehends and can critically evaluate: If economics is the study of the allocation of scarce resources, then urban economics is the study of one scarce resource in particular: This course will introduce students to new ways of thinking about the causes and consequences of the locational decisions made by firms and households.

We will explore how and why cities form, grow and decline, and how they occupy horizontal and vertical spaces. Along the way we will use the tools of economics to discuss a variety of urban issues such as sprawl, transportation, big box stores and malls, the housing bubble, racial segregation, and neighborhood effects. Game theory is general in scope and has been used to provide theoretical foundations for phenomena in most of the social and behavioral sciences.

Economic examples include market organization, bargaining, and the provision of public goods. Examples from other behavioral sciences include social dilemmas and population dynamics. In this course students will learn the basics of what constitutes a game and how games are solved. Economic historians study past events, employing diverse methodologies to understand technology adoption, market integration, and the effect of institutions on performance.

In this course we will focus on strategies economists use to learn about the past itself and to use past events to understand how all economies function. We will ponder especially conflicts and complementarities between theoretical and empirical reasoning.

Each student will complete a research proposal that justifies applying a set of tools to address an economic history question. In this advanced course we will use tools from introductory and intermediate courses to help us analyze the causes and consequences of these flows.

We will investigate why countries trade, what they trade, who gains or loses from trade, and the motives and effects of trade policies. We will then consider the monetary side of the international economy, including the balance of payments, the determination of exchange rates, and financial crises.

This course is not open to students who have taken ECON In this course we will build on ECON to further develop the analytical tools for exploring key macroeconomic outcomes and policy. Topics covered may include, but are not limited to, economic growth; distribution; institutions; monetary, fiscal and macroprudential policy; and behavioral macroeconomics.

We will explore modern developments in macroeconomic theory, and compare and critically evaluate the ability of different theoretical perspectives to provide insight into current events and the efficacy of macroeconomic policy ECON , MATH , or equivalent 3 hrs. In this course we will examine key macroeconomics challenges faced by developing countries.

In contrast to the senior seminar in Macroeconomics of Development, which focuses on long-run growth, this course focuses on short-run and medium-run macroeconomic issues; as such, it builds more closely on the Macroeconomic Theory core course. The topics covered include structural constraints on aggregate demand, fiscal and monetary policies, distributive conflict, and debt.

We will examine these topics through a combination of formal theoretical models and real-world applications. In this course we will apply the tools of economic analysis to the problem of global climate change. The goal is to expose students to how economists approach this important policy problem. The course will begin with a review of reasons for policy interventions in markets and policy instrument choice.

We will then focus on the measurement of damages from emissions of greenhouse gases. Subsequent topics will include: Climate Casino Nordhaus, Additional readings: This course surveys research incorporating psychological and other experimental evidence into economics. Topics will include: In this seminar students will apply theoretical and empirical tools to better understand current issues in the health care sector.

Topics will include health production and the socioeconomic determinants of health, the demand for health care, the supply of health care, the market for health insurance, and government intervention in the market for health care. Students will read, discuss, and critically evaluate key research papers and then complete their own research study.

In this seminar we will explore the economics of discrimination from both theoretical and empirical perspectives. After reviewing the main theoretical frameworks, we will discuss recent empirical studies on issues of discrimination associated with race, ethnicity, gender, or nationality, focusing on applications in the labor market. We will then investigate to what extent inter-group contact or policies such as quotas or affirmative action can address discrimination.

Students will explore a specific topic of interest e. In this course we will examine macroeconomic aspects of economic development. We will explore theoretical models combining insights from growth theory, classical development theory, and structuralist macroeconomics. Topics include dualism, surplus labor, increasing returns, poverty traps, and the role of external and demand constraints in the growth process.

We will also review applied work and case studies, in order to understand how these theories illuminate concrete issues that have faced developing countries ECON or ECON 3 hrs. Does globalization increase inequality in the United States? In this course we will study how trade, automation, immigration, and financial integration relate to the distribution of income, wealth, and employment in the US over the last century.

In the first part of the course we will study theoretical frameworks to shed light on this question. In the second part, we will turn to the data and read peer-reviewed articles, discussing evidence for and against globalization increasing US inequality. Lastly, we will debate policy prescriptions, to address these issues. This course will show how economic analysis can be used to assess the impact of rapid population growth on economic development, the environment, and economic inequality.

It will analyze the rapid "graying" of the industrialized countries and their struggle to cope with international migration. It will assess the causes of urban decay in the North and the explosive growth of cities in the South. The course will consider household-level decision-making processes; the effects of changing family structures; and the need to improve the status of women.

This course is designed to provide an in-depth examination of a number of critical issues that currently confront policymakers in Latin America. The topics of development, regionalization and free trade, and the efficacy of foreign aid will be analyzed in the context of Latin American economic development. Drawing on research related to China and Russia as well as other formerly communist economies in Europe and Asia, we will explore such themes as property rights reform, the finance-growth nexus, contract enforcement institutions, and the economic consequences of corruption and different political regimes.

This course will introduce students to the major economies of Western Europe and also the economic functions and structure of the institutions of the European Union. The course aims to familiarize students with the theoretical economic and policy issues that are currently of concern in the European Union. Moreover, the course aims to analyze economic problems that are of particular relevance to the member states of the European Union, such as the coordination of policies within an intergovernmental supranational framework and how to sustain the integration dynamic.

An analysis of the world's financial system and the consequences for open economies of macroeconomic interdependence. Particular topics include: Special attention is paid to the issues and problems of the European Economic Community and European integration and debt in developing countries. Are we all equal stakeholders in this economy?

What are the patterns of exclusion in different societies? How does material deprivation interact with other types of exclusion? In this course we will study the determinants and manifestations of inequality in the U. Climate change, air pollution, tropical deforestation: In this course we will explore the complex relationship between environment and development using the theoretical and empirical tools of applied economic analysis.

We will begin with pioneering research papers on the empirics of economic growth, examine the macroeconomic evidence, and then move to the micro foundations of the poverty-environment nexus. Major topics will include the resource curse and environmental Kuznets curve hypotheses, approaches for understanding responses to climate variability and disasters in poor communities, management of natural resources in smallholder agriculture, choosing policy instruments for pollution reduction, conservation, and environmental protection, and relationships between human health and the environment.

We will conclude with a number of selected topics and issues of contemporary policy relevance. This seminar is concerned with financial markets and their relationship to the broader macroeconomy, with a particular focus on recent developments, including, but not limited to, financialization. This is a survey course of topics illustrating how microeconomic principles apply to the sports industry.

Topics covered will include the industrial organization of the sports industry notably, issues of competitive balance and the implications of monopoly power , the public finance of sports notably, the impact teams have on host municipalities , and labor issues related to sports including player worth and discrimination. The prerequisites for this course are meant to ensure that students can both understand fundamental economic concepts and present the results of econometric research as they apply to the sports industry.

In this seminar we will consider current research topics in behavioral and experimental economics. Although the theme for the course is likely to change from semester to semester, all students will design their own study, gather decision-making data, and write a research paper summarizing their main findings.

ECON and one of the following: If you choose to pursue an area that we do not offer or go in depth in an area already covered, we recommend the Individual Special Project option. The proposals should contain a specific description of the course contents, its goals, and the mechanisms by which goals are to be realized. It should also include a bibliography. According to the College Handbook, ECON projects are a privilege open to those students with advanced preparation and superior records in their fields.

A student needs to have a 3. ECON does not count towards the major or minor requirements. Arroyo Abad, J. Berazneva, M. Abel, T. Byker, J. Carpenter, C. Craven, L. Davis, J. Gong, A. Gregg, J. Isham, J. Maluccio, D. Munro, C. Myers, S. Pecsok, O. Porteous, W. Pyle, A. Robbett, K. Sargent, P. Sommers, E. Wolcott, D. Horlacher; Spring Pyle, P. Sommers, L. Arroyo Abad, P.

Wunnava, P. Matthews, J. Carpenter, J. Maluccio, L. Davis, E. Huet-Vaughn, C. Myers, C. Craven, S. Pecsok, T. Byker, N. Muller, J. Holmes, A. Gregg, D. Munro, A. Robbett, O. Porteous, E. In this first semester, students will design and begin their projects. Emphasis will be on designing a novel research question while making the case for its importance and an appropriate strategy for answering it.

This requires immersion in the academic literature on the topic. General research principles and tools will be taught in class, as a group, while those specific to individual projects will be covered in one-on-one meetings. By the end of the term, students will outline their plan for completing the project, including demonstrating that it is a feasible research question for which the necessary information e.

In this second semester of the senior research workshop sequence, the focus is on the execution of the research plan developed in ECON Most instruction is now one-on-one but the workshop will still meet as a group to discuss and practice the presentation of results in various formats seminars, poster sessions, et cetera to the rest of the workshop and others in the college and broader communities.

Feedback and critiques from such presentations will be incorporated into the project, which will culminate in a research paper in the style of an economics journal article. ECON ; Approval required. In this course, we will discuss and write about the dominance of English in the global landscape.

The course reader, The Handbook of World Englishes , offers an interdisciplinary approach to the topic. We will begin the course with a geographic and historical overview of World Englishes and then will examine the impact of English language dominance on individuals and societies, emphasizing themes such as migration, globalization, education, and identity.

Throughout the course, we will explore the relevance of these issues to educators, linguists, and policy-makers around the world. What are schools for? What makes education in a democracy unique? What counts as evidence of that uniqueness? What roles do schools play in educating citizens in a democracy for a democracy? In this course, we will engage these questions while investigating education as a social, cultural, political, and economic process.

We will develop new understandings of current policy disputes regarding a broad range or educational issues by examining the familiar through different ideological and disciplinary lenses. This course is designed for sophomores who are interested in exploring the meaning and the purpose of a liberal arts education.

To frame this investigation, we will use the question "What is the good life and how shall I live it? There will be significant opportunities for public speaking and oral presentation, as well as regular writing assignments, including a formal poster presentation.

Readings will include reflections on a liberal arts education in the U. Emerson, Brann, Nussbaum, Oakeshott, Ladsen-Billings, bell hooks ; on "the good life" excerpts from Aristotle, sacred texts of different traditions ; on social science analyses of contemporary life; texts on the neuroscience of happiness; as well as literary and cinematic representations of lives well-lived.

In this course we examine how teachers might sustain and support students in classrooms and how educational policy might better address and respond to the rich diversity in our schools and communities. This is a required course for all students seeking a Vermont teaching licensure. EDST 3 hrs. Through studying novels, short stories, memoir excerpts, and films, we will identify recurring archetypes and consider how these have changed over time.

We will examine the reciprocal relationship between these schools and society. Do these schools have an agenda beyond their professed ones? How do they contribute to the formation of social power structures? We will look at not only the traditional Anglo-American experience but also that of Native Americans, Chinese, Indian, and others.

Readings will include works by John Knowles, P. In this course we will focus on strategies and techniques for including students with diverse learning styles in general education environments. Legal, theoretical, philosophical, and programmatic changes leading toward inclusive models of education will be approached through a historical overview of special education for students with disabilities.

Additionally, the course works to expand notions of inclusion such that students' multiple identities are incorporated into all learning. Emphasis is given to the active learning models and differentiated curriculum and instruction to accommodate a range of learners with diverse disabilities, abilities, and identities. In this course, we examine what it means to be literate in the 21st century and ways in which all students can be empowered by the texts and teaching they encounter in schools.

Students will develop their ability to enact literacy instruction based on current research about how children learn to read and write. Many class sessions occur onsite at a local elementary school to provide consistent practice and supportive feedback on authentic components of teaching transportation provided.

In addition to class sessions, students will complete field experiences in a K-6 classroom in the Middlebury area to see the workings of an entire class. In this course we will approach mathematics as the construction of ideas rather than the memorization of facts and rules. Many class sessions occur at a local elementary school transportation provided so students can ground their thinking about course topics within a school, and consistently practice and receive feedback on authentic components of teaching.

Students will also complete field experiences in a local K-6 classroom and Vermont licensure requirements. Who gets to own knowledge? Who can acquire it? How do we construct advantage and disadvantage? Comparative and international education examines the intersection of culture and education and the ways they are inextricably related through history, politics, and literature.

In this course we will explore major concepts, trends, and methodologies across disciplines, focusing on the effects of globalization, the maintenance and dissolution of borders, the commodification of knowledge, the social creation of meaning, and the consequences of those constructions.

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In addition, minors must take three additional courses that are listed or cross-listed as FMMC. This course will show how economic analysis can be used to assess the impact of rapid population growth on economic development, the environment, and economic inequality. This advanced physical and theoretical study of a variety of movement techniques will further prepare dance majors and minors for the rigors of performance, technical craft, and physical research. Students electing the French minor are encouraged to consult with faculty members in the French Department about course planning. And now comes T. Myers, C. Students may count up to one winter term course taken at Middlebury towards the regional requirements, pending approval of the track director. We will look at everything from art film, to underground film, to recent box office hits.

Course Catalog - Middlebury College - Fall 2017, Spring 2018:

  • Lectures will focus mainly on physiological processes occurring at the molecular, cellular, and organismal levels.
  • Through critical review of the primary literature, writing, and informed dialogues, students will gain an understanding of key topics in reproductive medicine.
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  • Who knew that a contemporary author could paint such a vivid picture of events that happened nearly a century ago -- in this case, the formation of the various health spas in the upper Midwest at the turn of the 20th century, which for those who don't know were the groups who accidentally invented our modern breakfast cereals?
  • At the discretion of the chair, additional courses may be waived in recognition of exceptional secondary school preparation.
  • Winter Term courses offered through the Biology Department can be used to satisfy one of the elective courses.
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