Spring 2008 Honors Sections of SAS Courses
Honors Seminar II
01:082:112 Index # 66032
To enroll in this course, you must be enrolled in 01:082:106 (Introduction to Art History).
Professor Catherine Puglisi
Th 3:05-4:00P Art Library Seminar Room
College Ave Campus
This course, Art History Honors Seminar II (082:112) is attached to the second half of 01:082:106, Introduction to Art History. To enroll in this course, you must be enrolled in 01:082:106 (Introduction to Art History). We meet on Wednesdays from 3:05-4:00 pm, once every two to three weeks, in addition to the regularly scheduled weekly recitation. Enrollment is limited to 12 students. This honors section offers the opportunity to explore wider issues in art history in a seminar setting. We will also review essential skills for composing a research paper and presenting an oral report in art history (in substitution for the museum paper required in 106). During the semester, two of our meetings will be field trips to museums or artistic events in New York—these will be scheduled on a Friday afternoon to avoid conflicts.
Introduction to Macroeconomics – Honors
01:220:103:H1 Index #65705
Pre- or Co-Requisite: 01:640:111 or 115 or placement
Professor Neil Sheflin
MTH 9:50-11:10A MU- 301
College Ave Campus
What’s GDP, and why does it matter? What does China’s exchange rate have to do with anything? What causes unemployment and what can we do about it? What’s inflation, and what harm does it cause? How fast will our economy and our wealth grow? What is money and what role does it have in the economy? What’s the Fed and what does it do? What's bad about government deficits and the national debt? The trade deficit? How does international trade impact our economy? What causes recessions, and what can we do about them? What’s the role of the stock market and how can you make (and lose) a fortune on it?
Macroeconomics studies the behavior of the aggregate economy and deals with the determinants of a nation’s output and income, the determinants of the average level of prices and their rate of change (inflation), and the determinants of growth in an economy. While an Introductory Microeconomics course is highly recommended, it is not required if one is prepared to quickly catch-up. Above all, this is intended to be an interesting, important, useful, and demanding course dealing with issues you will certainly face in your private, public, and professional lives and which will provide you with useful and usable skills and insights.
The honors section will differ from the standard Introduction to Macroeconomics in a number of important ways. First and most obvious, it will be a small class allowing for much more interaction, and much more attention to each students needs. While the coverage will be similar, there will be more supplementary material in this section, including web-based readings, data-based and analytical exercises, and more use of statistical/econometric modeling. Students will be expected to develop a broader and deeper grasp of the material. More writing in the form of collaborative projects will be incorporated via the use of wikis. Quizzes and the final will consist of short answer and short essay questions as well as some multiple choice, and there will be considerable feedback, assuring that students learn from their errors rather than repeating them. Also, pastries will be served weekly.
Neil Sheflin, (732) 932 7834, fax (732)932 7416
Department of Economics web: econweb.rutgers.edu/sheflin
428 New Jersey Hall
New Brunswick, NJ 08901-1248
Approaches to French Literature - Honors
01:420:218:H1 Index #73013
Prerequisite: placement test or French 132
Professor Mary Shaw
TTH 2:15-3:35P RAB 109A
Introduction to French literature through close reading of texts from the Middle Ages to the Enlightenment. We will pay special attention to the nature of literary works (style, structure, genre, narrative voice) and to the goals and methods of literary analysis. Readings include the medieval tale of La Châtelaine de Vergy; prose and poetry from major Renaissance authors (Marguerite de Navarre, Montaigne, Ronsard, Louise Labé); classical plays (Molière’s L'Ecole des femmes, Racine’s Phèdre) and fairy tales; a philosophical tale from the Enlightenment (Voltaire’s L’Ingénu); and excerpts from the Encyclopédie.
The course aims to sharpen reading comprehension, essay-writing skills, and oral comprehension. Students should expect to write frequent short critical essays during the term, prepare readings carefully, and participate actively in class discussions. Midterm and final examinations monitor mastery of the readings and of techniques of textual analysis. The final grade will be based on class participation, compositions, and examinations.
Perrault, Contes, Folio classique, (9782070372812)
Molière, L'Ecole des femmes, Classiques Bordas, (20473032664)
Voltaire, L’ingénu, Classiques Larousse, (2035877369)
Racine, Phèdre, Classiques Larousse, (203871682X)
Robert, Le Robert Micro Poche de la langue Française, (2850365297)
Honors equivalent to French 216 - special permission is required.
***Please note you cannot take 216 AND 218.***
Honors: Introduction to Linguistics Theory
01:615:201:H1 Index # 65309
Professor Paul de Lacy
MW 02:50-4:10P HH-B4
College Ave Campus
Linguistics investigates the structural properties of human language. A principal goal of multidisciplinary cognitive science is to understand how the mind acquires, configures, and processes linguistic knowledge. Linguistic theory aims to specify precisely what that knowledge is. In this course, we focus primarily on sentence structure (syntax) and sound structure (phonology).
For syntax we will develop a theory that can generate sentences like “The cat ate an apple”, but not sentences like *“The ate cat apple an”. We will also determine why it is possible to say “John dies,” “John hurt a newt,” and “John gave a newt an apple,” but not *“John dies a newt” and *”John hurt a newt an apple.”
For phonology we will develop a theory that can explain why words like blick and fing are possible English words, but not *bnik or *seeng. We will also examine processes like expletive infixation.
This course goes beyond standard Linguistics 201 by exploring Optimality Theory in detail and by examining data from a wide range of languages other than English.
Course work will consist of assignments that apply and extend ideas and techniques introduced in class.
1. Attendance and Participation.
2. There will be three major assignments and two major in-class exams.
3. There is no final exam.
Textbook: Provided free.
Topics of Math for Liberal Arts: Sharing Secrets in Public
01:640:103:H1 Index# 73134
Professor Stephen Miller
TF 9:50-11:10A SC-205
College Ave Campus
Imagine an internet without privacy: your e-mails could be read by any motivated eavesdropper, your credit card and bank account information would be public knowledge, and the passwords you enter could never be secret. You could pretend to be anyone, and anyone could pretend to be you. The internet would be brought to its knees without its users trusting that it could keep secrets. But do we actually live in such a world?
This course is about cryptology, the science of hiding information. Historically, sharing secrets over long distances typically meant two parties first had to agree on a password, and then send messages to each other using their secret password. But how can they agree on a password in the first place unless they meet in person, or have a trusted courier?
We will focus mainly on the amazing breakthroughs made in the last 30 years which effectively exploit difficult mathematics problems as a trusted courier. It used to be that these problems frustrated mathematicians; now they are used as locks, challenging problem solvers to pick them. They enable two people who have never met nor communicated with each other to share secrets in public. The problems are typically very simple to state and understand, but practically speaking nobody knows how to solve them fast enough to break these "locks". How do they work? What would it take for someone to break them? What would happen then?
The course will consist of three parts. In the first part we describe some traditional cryptographic ciphers, and the mathematics which breaks them. The second consists of the mathematical "locks and keys" used to keep secrets. In the third part, we explore aspects of mathematics in security, for example in ATM machines, cell phones, remote control car locks, electronic voting machines, DVD encryption, cable TV, ID cards, and more. The mathematics needed is at an elementary level. Assignments include term papers about topics in security.
This course is not usable as an elective toward the Mathematics major or minor.
Calculus for the Mathematical and Physical Sciences II (Honors Section)
01:640:152:H1 Index #66910
MW 5:00-6:20P ARC-333 TH 5:00-6:20P ARC-205
Math 152 is the second semester of the introductory year course in the calculus sequence in New Brunswick for majors in the mathematical sciences, the physical sciences, and engineering. The first semester, Math 151, presents the differential calculus and ends with an introduction to the integral calculus. The second semester, Math 152, continues the study of the integral calculus, with applications, and covers the theory of infinite series and power series, touching on differential equations and other topics as well. Students earning a grade of B or better in Math 151 H1 or H2, and other strong students from regular sections of 151, may apply for permission to take Calculus 152 H1 at the Undergraduate Office of the Mathematics Department, Hill Center 303.
Introduction to Philosophy - Honors
01:730:103:H1 Index #65285
Professor Brian Weatherson
MTH 9:50-11:10A MU-112
College Ave Campus
This course is an introduction to fundamental philosophical issues. Topics will include the evidence we have for and against God’s existence, how we could know about the external world, and the nature of justice. Readings will focus on classic works by philosophers such as Descartes and Hume, but we will also look at some contemporary work. Students will write several short papers during the term, and there will be a final exam.
Concepts of Physics for Humanities and Social Science - Honors
01:750:106:H1 Index #70880
Professor Paul Leath
MTH 11:30A-12:50P VD-211
College Ave Campus
This course is designed for humanities and social science students. There are no prerequisites and no mathematical problem-solving. The course will focus upon major astronomical and physical discoveries in the scientific and social context of their time, from Aristotle to the present. Topics will include Greek astronomy and science, Galileo, Newton, the mechanical universe, gravity, entropy, the arrow of time, electricity, magnetism, electromagnetic induction and waves, optics, relativity, quantum theory, X-rays, atoms, nuclei, anti matter, and black holes. The emphasis will be on understanding the world in which we live and how things work around us, from nature, to simple devices, to high-tech equipment. The course will be conceptual, qualitative, and, hopefully, student-active, with class discussions and simple hands-on experiments conducted at the Math/Science Learning Center. For more information, examine the course Website at physics.rutgers.edu/ugrad/106/
Advanced Studies in Law - The Role of Courts In A Democratic Society
01:790:410:H1 Index # 71652
Instructor: John Adams
T 1:10-4:10P MI-010
College Ave Campus
Democracy has been described as governance by the majority, subject to the rule of law. What do we mean by “the rule of law,” and to the extent we accept the proposition that courts make law, how does this fit within the idea of democracy? Since WW II there has been a significant increase in judicial involvement in the making not only of law itself, but, as well, in determining of public policy. This raises the question as to the democratic legitimacy of their actions. We may ask two questions: first, whether it is democratic; and second, whether it is justifiable.
This seminar is intended to examine not so much the correctness of judicial decisions, but the role courts properly should play in the democratic process. We will review the nature of law, and what we mean by “the rule of law;” the social functions of law and courts; the concepts of judicial reasoning and review; and the court’s function in the constitutional separation of powers and checks and balances. While the discussion will focus principally on courts in the United States, we will also look at courts in other developed and developing countries.
We will examine not only the normative role of law and the courts, but also how they work in practice and the implications of courts making public policy. The discussions will include an analysis of contemporary opinion of judicial decisions in landmark U.S, Supreme Court cases such as Brown v. Board of Education, Roe v. Wade, Handi v. Rumsfeld, and Gore v. Bush. We will ask whether, for instance, morality is a necessary element of judicial decisions, whether courts should act where the legislature fails, and how we should hold judges accountable.
This course is scheduled to meet 14 times, once a week for three hours. It will consist principally of class discussion, student presentations, and a final paper of no more than ten pages. Grade distribution will be, more or less, divided equally among these three activities.
The moderator of the seminar is John Adams who holds degrees from Rutgers University (BA, 1965), Seton Hall University (JD, 1968), and New York University (LLM, 1975). He practiced law for 15 years, and was president of a New York based investment firm for 20 years. He currently is Chairman of the Oxford University affiliated Foundation for Law, Justice and Society. It is his intention of bringing these experiences to the seminar discussions.
Advanced Studies in Law - The Law of Higher Education
01:790:410:H3 Index # 73813
Instructor: Jonathan Alger- Vice President and General Counsel
T 2:50-5:50P SC-207
College Ave Campus
This upper-level seminar will explore key laws and legal concepts applicable to American institutions of higher education. With a focus on the educational mission, the notion of academic freedom, and the unique features of the higher education context, the course will focus on how the law balances the rights and responsibilities of colleges and universities and their many and varied constituencies--including faculty, staff, students, and the public at large. The course will also explore the increasingly complex regulatory environment facing colleges and universities, and the relationships of these institutions to all levels of government in society. Specific topics of discussion will include (among others): the rights and responsibilities of faculty and students in and outside the classroom; codes of conduct and due process; freedom of expression; freedom from discrimination; affirmative action; the roles of religion and politics in higher education; ownership and use of intellectual property in the academic environment; and the regulation of intercollegiate athletics. As part of the course experience, students will be introduced to legal reasoning and gain an understanding of the American legal system.
The course format will include a significant amount of class discussion, with some small group exercises. It will meet once a week (during back-to-back class periods) for three hours. All students will be expected to complete the reading each week and to participate actively in discussions. The class requirements will include a research paper and an open-book, take-home final exam.
01:830:313:H1 Index # 72905
Professor Mark West
MTH 10:20-11:40A ARC-212
REQUIRED TEXT Package at New Jersey Books or Rutgers Bookstore includes: Physiology of Behavior by Neil Carlson, 9th Edition Study Guide (both CD and paperback), Brain Atlas for 830:313 (booklet and study guide are included with textbook)
Systems of Psychotherapy
01:830:393:H1 Index #69797
Professor Deirdre Kramer
TTH 1:40-3:00P TIL 209
We will explore the nature of psychotherapy and different ways of doing therapy, based on major schools of thought. Through readings, case studies, films, class discussions, and papers we will explore the nature of change in therapy, how different schools of thought conceptualize this change, what the therapeutic process entails within each school, what factors promote successful change, and what therapy means to both client and therapist.
Dr. Alan Leslie,
W5,6 (3:20-6:20) ARC 110