EUS 305 • Intro To European Studies

35340 • Urlaub, Per
Meets TTH 200pm-330pm BUR 208
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COURSE OBJECTIVES:
By the end of this course, you will be able to:

  • understand the significance of "United Europe" as a historical necessity and a historical accident, and how various political entities and social problems work for or against that unification

  • frame arguments about Europe in terms of the needs and experiences of three post-war generations' politics and experiences

  • find and assess current event and scholarly sources pertaining to the study of contemporary Europe, justifying their pertinence and quality with references to today's research norms.

    COURSE DESCRIPTION
    Scholars often claim that "Europe does not exist." Yet the continent is there, home to a bewildering puzzle of

    many different histories, nations, cultures and languages, with more than 450 million people now living in the European Union -- a Union that argues whether it can stay together as part of the "Eurozone" or even expand eastward to include supposedly "non-Christian" countries like Turkey. As the political, social and economic relationships among the member states of that European Union shift on an official level, Europe and European identities have constantly to be (re)defined and renegotiated, and "average Europeans" seek to understand the relationships between official accounts of "their" situations, the histories they were taught in school and by their families, and their everyday experiences.

    What, then, does it mean to study a Europe that is in flux this way? This course cannot answer that question straightforwardly, because US scholars in the social sciences and humanities who claim allegiance to "European Studies" all use different disciplines' strategies for understanding "Europe."

    To resolve that problem in another way, this course will start by introducing several earlier attempts to make a more united, and presumably more peaceful and prosperous, "Europe" out of the nation-states on the continent. Each "imagined" Europe, as we shall see, was proposed to correct problems with the nation-states -- to change politics and everyday lives in particular ways.

    A recent history of post-World-War-II Europe by Tony Judt will anchor the class' original work on Europe and its member nations. Judt tells the continent's story from the point of view of the era's global power politics, and then situates individual European states within them. Judt's text, then, provides accounts of Europe from the top-down and points to moments when those official accounts diverge for particular states and when they place individuals and groups who do not fit the national stereotypes under pressure.

    The historical account of Europe as seen from the point of view of world politics is an interesting counterpoint to the evolution of European government since World War II, as realized in the Council of Europe and the European Union. The next part of the course will introduce the evolving structure of European governance as a precursor to discussion of case studies about what this "Europeanization" does to individuals, groups, and nation-states.

    In the transition from official Europe to Europe's culture, the class will present resources and desiderata for researching issues in the European Studies context. The largest section of the course is devoted to a workshop on issues in contemporary Europe. In each case, readings form official sources are juxtaposed with news sources, writings from think tanks, and academic writing. The purpose of using official sources is to give students a springboard for juxtapositions between the "European" points of view and national ones that they research as the semester goes on.

    Assignments in this course are designed to introduce students to the materials, research strategies, and forms of professional communication that they will encounter later in specific disciplines' versions of European studies. The assignments build on each other to help each learner acquire a body of skills and knowledge that will aid in their personal studies of Europe and in their major courses.

    This course is the introductory core course for a concentration or major in European Studies at UT, but it requires no prerequisites except for the willingness to work in collaboration with others and to engage in a discovery process rather than seeking "right" answers.

    ASSIGNMENTS AND GRADING:

305 Course Description, 1

  • Chapter review = 10%

  • Webpage: 5 tasks (one in two parts) assigned in syllabus to situate your country = 10%

    (2 points each: one for submitting it on time, one for correctness)

  • Source Analysis Assignment = 10%

  • Three one-hour online tests @ 10% each = 30%

  • Policy Brief= 20%

  • Final Evaluative Book Review of Postwar = 20%

    READINGS: BOOK TO BUY

    Tony Judt. Postwar: A History of Europe Since 1945. New York: The Penguin Press, 2005. ISBN 978-1-59420-065- 3. [[ORDERED AT COOP]]

    READINGS: PDFed materials on Class Canvas Site

    Michel de Certeau, Luce Giard, and Pierre Mayol. The Practice of Everyday Life, Vol. 2: Living and Cooking. Trans. Timothy J. Tomasik. Minneapolis: University of Minnesota Press, 1998, plus two pages from Volume 1.

    Jonathan W. Garlough. "Weighing in on the Wine Wars." William and Mary Law Review 46/4 (2005): Article 13.
    Richard Goff, et al. The Twentieth Century and Beyond: A Global History. 7th ed. New York: McGraw Hill, 2008 (excerpts). Tony Judt, A Grand Illusion?: An Essay on Europe. New York: New York UP, 2011 [orig. 1996]. ISBN 978-0-8147-4358-4. Ruth Keeling. "The Bologna Process and the Lisbon Research Agenda: the European Commission’s expanding role in higher

    education discourse." European Journal of Education, Vol. 41, No. 2 (2006)
    Magdalini Kolokitha. “It’s the End of the ‘University’ as we know it.” Unpublished speech: First RESUP International

    Conference. Paris 1st, 2nd and 3rd February 2007."European Agenda for the Integration of Third-Country

    Nationals." N. P.: European Commission, 2011.
    "Migration and Integration in Europe: State of the Research." ESRC Centre on Migration, Policy and Society (COMPAS).

    Oxford: Oxford University, 2008.

    WEB-BASED READINGS ON SYLLABUS

    Many readings are parts of websites. Generally, an excerpt from Wikipedia is present for its readibility, but WIkipedia is only usable as a point of comparison, not as "official" materials, which need to be found on official websites for governments and entities. The online archives of the various European Agencies, moreover, contain reference materials that are straightforwardly considered government documents. Use Wikipedia to steer you toward the right names and issues, especially in an area like European Studies, which present a dizzying array of names, dates, and quotations. Use websites that stem from the organizations themselves for quoting and for authoritative definitions in your written work; use scholarly literature for definitive work on your final projects.

    CLASS WEBSITE: Canvas Learning System
    BANDWIDTH: You will need enough bandwidth to post newslinks with commentary 5 times during the semester 


EUS 306 • Global Early Modern Europe

35342 • Gossard, Julia M
Meets MWF 1000am-1100am GAR 1.126
(also listed as HIS 306N)
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Historians use the term “early modern” to describe the period in European history between the end of the Middle Ages in the fifteenth century and the Age of Revolutions in the late eighteenth and early nineteenth centuries. In many ways, the early modern period was a time of transition. States were in the process of solidifying their power; religious reformations were redefining beliefs, cultures, and practices among the people; the exploration of the globe was intensifying, resulting in the creation of empires; and the economy was undergoing a transition to capitalism.

At the same time that Europe was undergoing major social, political, and economic transitions, Europe was also expanding westward and eastward, exchanging with new cultures.  This survey course will pay special attention to the expansion of Europe to the New World, the Mediterranean, Africa, Asia, and Southeast Asia, exploring how Europe exchanged goods, people, ideologies, and culture with these societies.

Topics covered include: Renaissance(s); the Reformation(s); State-Building; the Scientific Revolution; Global Expansion and Exchange; Impact of Slavery, Smuggling, and Spices on Europe; the Enlightenment; French Revolution.

 COURSE OBJECTIVES:By the end of the course, students will:1) Have a solid grounding in the history of early modern global Europe (1400-1800), preparing them for upper-division courses.2) Understand historical change along with historical continuity3) Confidently cite and analyze (translated) primary source documents from early modern Europe4) Identify “key” developments in global early modern European history including the Renaissance(s), the Reformation(s), the Scientific Revolution, the Enlightenment, and the French Revolution.

Required Books & Materials:     

Books to Buy, Rent, or Check-Out from the Library:

·     Merry Weisner-Hanks, Early Modern Europe, 1450-1789 (2nd edition; ISBN: 978-1107643574) – There is a kindle edition of this book that is very good and reasonably priced.

·      Niccolò Machiavelli, The Prince (ISBN: 978-0486272740 – Dover Thrift Edition; Though any copy will work)Some

Readings to be Posted on Canvas:

·    Alberti, On Painting

·    Geneva Consistory Records

·    Duc de Saint Simon, The Court of Louis XIV

·    Jan Brueghel the Younger, “Satire on Tulip Mania,” c. 1640

GRADING

10% Class Attendance and Participation

25% Reflection Papers20% Mapping Early Modern European Exchanges

20% Mid-Term Exam

25% Final Exam


EUS 306 • Muslims In Europe

35343 • Merabet, Sofian
Meets TTH 1100am-1230pm BUR 220
(also listed as ANT 310L, ISL 311, R S 314)
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The topic of the course is the complicated politics of ethics and leadership among

Muslims in contemporary France and Germany. This class is intended to expose students

to ethical issues pertaining to religious identity formation in two different countries of the

European Union. Moreover, in an effort to apply ethical reasoning in real-life situations,

we will work to grasp the similarities and differences regarding everyday religious

politics of ethics and leadership among Muslims living in France and Germany today,

especially as these are shaped by historical processes associated with colonialism and

nation-state-building, as well as by the power of representations mobilized in a global

world. While the perspective of this course will be primarily anthropological, it will also

be informed by historical, sociological, and legal approaches in an attempt to engage

perspectives across various social science disciplines and the law. Based on the close

reading of four recently published ethnographies about Muslim life in France and

Germany, we will discuss how a consideration of current debates about religion and the

state helps us understand the ethical relationship between the recognition of a lasting

Muslim presence, the ways in which the state tries to institutionalize it in an effort of

cooptation and control, and the challenges of circulating counter-discourses of European

Muslim identity today. Moreover, the course will draw on cinematographic materials that

illustrate some of the current debates surrounding Muslim identity formation in Europe.

download syllabus


EUS 307 • Vampire In Slavic Cultures

35345 • Garza, Thomas
Meets TTH 330pm-500pm MEZ 1.306
(also listed as C L 305, REE 302)
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FLAGS:   GC

Description:

Eight hundred years before Bram Stoker gave us the West's most memorable vampire in Dracula (1897) and long before the exploits of Vlad "the Impaler" Tepes horrified Europe (1431-46), the Russian Primary Chronicles write of a Novgorodian priest as Upyr' Likhij, or Wicked Vampire (1047).  The Slavic and Balkan worlds abound in histories, legends, myths and literary portraits of the so-called undead, creatures that literally draw life out of the living. This course examines the vampire in the cultures of Russia and Eastern Europe, including manifestations in literature, religion, art, film and common practices from its origins to 2013.  Texts – both print and non-print media – will be drawn from Russian, Czech, Slovak, Bulgarian, Hungarian, Serbian and Croatian sources.  Participants will be asked to separate historical fact from popular fiction, and form opinions about the place of the vampire in Slavic and East European cultures. 

Prerequisites:  The course is conducted in English.  No knowledge of Russian required, though readings in Russian and other Slavic languages are available for majors and concentrators in these related fields.

Readings:   • The Vampire in Slavic Culture, Course Reader (CR), T. J. Garza, ed., Cognella Press, San Diego: CA, 2010. [order online]

• The Vampire: A Casebook, Alan Dundes, Madison: University of Wisconsin Press, 1998.

[at the UT Co-op]

Grading:         

Short essay I (3-4 pp.)          25%                            

Midterm exam I                    25%

Short essay II (3-4 pp.)         25%                            

Midterm exam II                  25%


EUS 346 • Anti-Semitism In Hist & Lit

35410 • Hoberman, John
Meets TTH 200pm-330pm GEA 114
(also listed as C L 323, GSD 360, J S 364)
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FLAGS:   GC  |  Wr  | EL

Description:

The origins of Western (Christian) anti-Semitism can be traced to the Gospel of St John in the New Testament, which stigmatizes the Jews as “the children of the Devil.” Anti-Semitism thus originates in the religious feud that gradually intensified between the Jewish community and the followers of Jesus Christ. The early Church Fathers denounced the Jews using the most violent language, and a pattern was established. The first part of the course consists of an examination of the Christian critique of the Jews through the Middle Ages.

The second part of the course focuses primarily on the development of an intensified anti-Semitism in Europe during the 19th and 20th centuries, culminating in the Holocaust in Europe. Literary texts by Henri de Montherlant, Somerset Maugham, Aharon Applefeld, Ernest Hemingway, and Georges Perec are used to explore the nature of anti-Semitic perspectives on the Jews as a group or “tribe.” The course covers anti-Semitic developments up to the present day.

Selected Readings:

Ashley Montagu, "Are 'the' Jews a Race?" in Man's Most Dangerous Myth: The Fallacy of Race (1974): 353-377.

Léon Poliakov, "The Fateful Summer of 1096," in The History of Anti-Semitism, Vol. 1 (1974): 41-72. 

Léon Poliakov, "Activated Anti-Semitism: Germany," in The History of Anti-Semitism, Vol. 1 (1974): 210-245.

Joshua Trachtenberg, The Devil and the Jews (1943): 11-52.

David I. Kertzer, "Introduction," in The Popes Against the Jews: The Vatican's Role in the Rise of Modern Anti-Semitism  (New York: Alfred A. Knopf, 2001): 3-21.

George L. Mosse, "Eighteenth-Century Foundations," "The Birth of Stereotypes," "Nation, Language, and History," in Toward the Final Solution (1978): 1-50. 

John M. Efron, "The Jewish Body Degenerate?" in Medicine and the German Jews: A History (2001): 105-150.

Maurice Fishberg, "Pathological Characteristics," in The Jews: A Study of Race and Environment (1912): 270-295.

Somerset Maugham, “The Alien Corn” (1931).

Henri de Montherlant, “A Jew-Boy Goes to War” (1926).

Jean-Paul Sartre, Anti-Semite and Jew (1946): 7-54.

Michael H. Kater, “Everyday Anti-Semitism in Prewar Nazi Germany: The Popular Bases” (1984): 129-159.

Grading:

Examination #1  — 20% of grade

Examination #2 — 20% of final grade

Paper #1 (4 pages) — 10% of final grade

Paper #2 (4 pages) — 10% of final grade

Paper #3 (10 pages) — 40% of final grade


EUS 346 • French Revolution And Napoleon

35415 • Coffin, Judith G.
Meets TTH 200pm-330pm JGB 2.218
(also listed as CTI 375, HIS 353)
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These courses cover the topics of European Anthropology, Geography, History, and Sociology


EUS 346 • Origins Of Liberalism

35420 • Martinich, Al P.
Meets TTH 200pm-330pm WAG 210
(also listed as CTI 335, PHL 354)
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Liberal democracy is the theory that individual persons are free and equal and thus have certain rights that must be respected by governments. The theory behind liberalism developed from or competed with several traditions such as democracy, republicanism, and absolute sovereignty. The theory was influenced by various religious, economic and political beliefs over a long period of time. Perhaps the most crucial period in this development was seventeenth-century England.

This course is interdisciplinary. It will cover such political and religious events as The Gunpowder Plot, Charles I’s Personal Rule, the Long Parliament, the English Civil War and the execution of King Charles I, the Commonwealth, the Restoration of the Monarchy, the Exclusion Crisis, and the Glorious Revolution. Some crucial works in political philosophy by some great political philosophers, such as Thomas Hobbes and John Locke will be discussed along with lesser but still significant theorists such as John Milton. The political relevance of some literary works, such as John Dryden’s Absalom and Achitophel, will also be discussed.

Key concepts to be discussed include liberty, democracy, the social contract, and the nature of authority and obligation.


EUS 346 • Sacred/Sec In Mod Euro Thought

35425 • Matysik, Tracie M.
Meets W 400pm-700pm GAR 0.128
(also listed as CTI 335, HIS 362G, R S 357)
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            Europe was long thought to have undergone a process of “secularization” in the modern era, beginning roughly with the sixteenth century and becoming largely unstoppable by the nineteenth.  According to this narrative, “God” was supposed to have slowly disappeared from the political, social, and cultural arenas; the supernatural, the divine, and the sacred were supposed to have receded from daily life; and the European world was supposed to have found itself  “disenchanted.”  More recently, however, historians and critical theorists have begun to reassess this story, finding instead mutually-evolving processes of disenchantment and re-enchantment, as new formations of the divine and the sacred appeared on the intellectual and emotive landscape.  Some theorists now talk about “varieties of secularism” at play in the modern world, while others have resuscitated a language of “political theology” to discuss the ever-complicated relationship between the state, sovereignty, power, and the sacred or divine. 

            This course will introduce students to key themes and methodologies of intellectual history and social theory by exploring the dueling approaches to secularization and sacralization in modern European thought.  In the first two weeks, we will read recent theoretical works on the sacred and the secular (essays from Peter Berger, Simon Critchley, Charles Taylor, and others).  With theoretical tools in hand, we will turn to the period between 1800 and 1945 to read classic works in philosophy and social theory that thematize the sacred and the secular.  Drawing on founding works in social and human sciences (from sociology,  psychoanalysis, philosophy and beyond), we will investigate related sub-themes of violence, sacrifice, ritual,  redemption, the sublime, and transcendence.  We will also discuss select artworks from the Romantic period through Surrealism as a means to enhance our discussion of these themes. 

            Central to our concerns will be the sacred and secular formations of modern ethics.  We will observe on the one hand how modern thinkers have sought to establish ethical systems on purely immanent and secular grounds, even as they intentionally or unintentionally retained notions of the divine and the sacred (e.g., Immanuel Kant’s Religion within the Limits of Reason Alone).  On the other hand, we will grapple with explicitly religious works that nonetheless establish ethics on what might seem like secular-humanist foundations (e.g., Søren Kierkegaard’s Fear and Trembling).  We will read works that seek to explicate the structure of religions and their guidelines for comportment according to social categories of the sacred and profane or the taboo (Émile Durkheim’s Elementary Forms of Religion; Roger Caillois’s Man and the Sacred; Sigmund Freud’s Totem and Taboo); and we will read works that seek to rediscover and/or re-insert the sacred into the modern and profane world (e.g., George Bataille’s Theory of Religion; Walter Benjamin’s “Critique of Violence” and “Theses on the Philosophy of History”; Franz Rosenzweig’s Star of Redemption). 

            The course lends itself naturally to the requirements of the Flag in Ethics and Global Leadership.  Our readings themselves concentrate on the question of the secular and sacred foundations of ethical systems and decisions.  As a final project, worth 35% of the grade, students will be asked to identify and analyze a sacred, secular, or taboo function that governs moral presuppositions.  They may find such a function represented in a film, a novel, an artwork, a legal decision, a U.N. declaration, etc.  Their task will not be to assess whether or not the practice is “right” or “good” or “ethical,” but rather to analyze the practice in terms of its (usually unstated) sacred, secular, taboo, or ritual context.  They will be asked to ground their analysis in one or more of our core readings.

 

 

Texts:

Immanuel Kant, Religion within the Limits of Reason Alone (excerpt)

G. W. F. Hegel, Philosophy of History (excerpt from the introduction)

Søren Kierkegaard, Fear and Trembling

Friedrich Nietzsche, Genealogy of Morality (Books I and II) (but may substitute The Gay

            Science, Book IV)

Émile Durkheim, Elementary Forms of Religion (selections)

Roger Caillois, Man and the Sacred (selections)

George Bataille, Theory of Religion (selections)

Sigmund Freud, Totem and Taboo (selections)

—, “The Uncanny”

Franz Rosenzweig, Star of Redemption (selections)

Simon Critchley, Faith of the Faithless (selections)

Peter Berger, Desecularization of the World (introduction)

Judith Butler, Jürgen Habermas, Charles Taylor, and Cornell West, The Power of Religion in the Public Sphere

 

Grading:

Journal                         10%

Short Essay 1                        20%

Short Essay 2                        20%

Final Essay                           35%

Class Participation                  15%


EUS 346 • Tudor England, 1485-1603

35435 • Levack, Brian P.
Meets TTH 1100am-1230pm UTC 3.124
(also listed as HIS 375K)
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These courses cover the topics of European Anthropology, Geography, History, and Sociology


EUS 346 • Hist Britain 1783 Thru WWI

35440 • Vaughn, James M.
Meets TTH 1100am-1230pm JGB 2.218
(also listed as HIS 358M)
show description

These courses cover the topics of European Anthropology, Geography, History, and Sociology


EUS 346 • Northern Lands And Cultures

35445 • Jordan, Bella B.
Meets TTH 1100am-1230pm BUR 214
(also listed as GRG 356T, REE 345)
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FLAGS:   GC

Description:

Designed to develop a geographical understanding of the Circumpolar region of the North, an ancient human habitat and a home to distinct, millenia old, civilizations. These indigenous Arctic cultures and livelihoods are being constantly challenged by modern industrial powers, and the clash between two contesting realities is profound. Emphasis is given to a historical geographical perspective on the major processes forming cultural and natural landscapes (including global warming), and influence society, economy, spiritual life and politics. Regions include: Alaska, the Canadian northern territories, Scandinavian North, including Sapmi (Lapland), Iceland, Greenland, the Russian North, and Siberia.

Requirements and Grading

The final grade for the course is based on 3 exams


EUS 346 • The Spanish Inquisition

35450 • Bodian, Miriam
Meets TTH 330pm-500pm GAR 1.126
(also listed as HIS 350L, J S 364, R S 357)
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The Spanish Inquisition operated for three and a half centuries, and became one of the most notorious institutions in history. It is popularly known for its secret trials, autos-da-fe, and burnings at the stake. But why was it established? Why did it survive even when heresy seemed virtually eliminated? What purposes did it serve that allowed it to survive for so long? These are some of the issues we will explore in this course. Each student will carry out a project “tracing” one (fictitious) personality through the various phases of the inquisitorial process, from the time of arrest (or re-arrest) to the day of the sentencing. By discussing one another’s projects we will get a sense of the great diversity - in time and space, and in motives and aims - of this institution.

 

Texts:

Henry Kamen, The Spanish Inquisition: A Historical Revision

Lu Ann Homza, The Spanish Inquisition, 1478-1614

Grading:

Attendance and participation (20%), project proposal (20%), draft of project (20%). Final project (40%).


EUS 346 • Enlightenment & Revolution

35455 • Vaughn, James M.
Meets T 330pm-630pm GAR 0.132
(also listed as CTI 375, HIS 350L)
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This seminar course examines the relationship between the intellectual project of the Enlightenment and the political and social transformations that unfolded in western Europe and North America from the beginnings of the Dutch Revolt in the 1560s to the decade following the Paris Commune of 1871.  What was the connection between intellectual enlightenment and social-political revolution in the West?  The central theme of the course is the contemporary intellectual comprehension of far-reaching social, political, and economic change.  The seminar sessions involve close readings and extensive discussions of the writings of major European intellectuals who sought to understand, analyze, and criticize the upheavals and transformations taking place around them.  Authors read and discussed include Hugo Grotius, René Descartes, Thomas Hobbes, John Locke, Bernard Mandeville, Jean-Jacques Rousseau, Adam Smith, Immanuel Kant, Benjamin Constant, G. W. F. Hegel, John Stuart Mill, and Karl Marx.

 

Texts:

René Descartes, Discourse on Method and Meditations on First Philosophy (Hackett, 2011).

John Locke, Political Writings (Hackett, 2003).

Bernard Mandeville, The Fable of the Bees and Other Writings (Hackett, 1997).

Jean-Jacques Rousseau, The Basic Political Writings (Hackett, 1987).

Adam Smith, An Inquiry into the Nature and Causes of the Wealth of Nations (Univ. Chicago Press, 1977).

Immanuel Kant, Perpetual Peace and Other Essays (Hackett, 1983).

Benjamin Constant, Political Writings (Cambridge Univ. Press, 1988).

G. W. F. Hegel, Introduction to the Philosophy of History (Hackett, 1988).

Robert C. Tucker, ed., The Marx-Engels Reader (W. W. Norton, 1978).

 

Grading:

1. Class attendance and participation – 30% of final grade.

2. Weekly reading responses – 20% of final grade.

3. Mid-term analytical essay – 20% of final grade.

4. Final analytical essay – 30% of final grade.


EUS 346 • Intro To The Holocaust

35460 • Lichtenstein, Tatjana
Meets MW 430pm-600pm WRW 102
(also listed as HIS 362G, J S 364, REE 335)
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FLAGS:   GC  |  EL

Please note: “Introduction to the Holocaust” is an upper-division history course with an intensive reading and writing component.

Description:

This course on the Holocaust examines the mass killing of Jews and other victims in the context of Nazi Germany’s quest for race and space during World War II.  Using sources that illuminate victim experiences, perpetrator perspectives, and bystander responses, we investigate the Nazi racial state, the experiments in mass killing, the establishment of a systematic genocidal program, collaboration and complicity, resistance and rescue, as well as the memory of the Holocaust in western culture.

Texts:

Doris Bergen, War and Genocide: A Concise History of the Holocaust (2nd edition)

Thomas Blatt, From the Ashes of Sobibor: A Story of Survival

Marion Kaplan, Between Dignity and Despair: Jewish Life in Nazi Germany

Lianna Millu, Smoke over Birkenau

Gitta Sereny, Into that Darkness: An Examination of Conscience

Grading:

Attendance and Participation: 20%

Tests incl. final exam: 35%

Essays: 45%


EUS 346 • Regions & Cultures Of Europe

35465 • Jordan, Bella B.
Meets TTH 200pm-330pm BUR 220
(also listed as GRG 326, REE 345)
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FLAGS:   GC

Description:

A systematic introduction to geography of all regions of Europe, from Iceland to Sicily and European Russia and Finland to Bretagne and Galicia. The course is based on a renowned textbook by Alexander B. Murphy, Terry G. Jordan-Bychkob and Bella Bychkova Jordan and focuses on all the major aspects of the European makeup: its physical, economics, political, and cultural geography, geolinguistics and environmental issues. Special attention is given to such issues as expansion of the European Union and NATO, problems associated with immigration and ethnic tensions, challenges of multiculturalism and intergration. A significant portion of the class is dedicated to the analysis of the evolution of the European civilization during the last two millennia and resulting geographical patterns in modern Europe.

Requirements and Grading:

The grade is based on 3 exams


EUS 346 • German Nationalisms

35470 • Belgum, Kirsten "Kit"
Meets MWF 1200pm-100pm BUR 130
(also listed as GOV 365N, GSD 361K, REE 335)
show description

These courses cover the topics of European Anthropology, Geography, History, and Sociology


EUS 347 • Exhibitionism/Public Spectacle

35485 • Arens, Katherine
Meets TTH 930am-1100am BUR 214
(also listed as C L 323, GRG 356T, GSD 360)
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FLAGS:   GC

Description:

This course will follow some of today's and history's most visible "public spectacles" from Northern and Central Europe.  It will show how scholars deal with public exhibitions (like World's Fairs), museum spaces, memorials, pubic images and scandals to introduce questions about how public spaces are used to create and recreate national histories, public memories, identities, and media power. 

The work in this course will allow you to evolve your own project on public memory or spectacles in Northern and Central Europe, which might include (but are not restricted to) iconic buildings (Berlin's TV-Tower, Stockholm City Hall), war monuments, world fairs, museums (Rijksmuseum in the Netherlands, Art museums in other major cities), museum exhibitions (Vienna 1900), and public media identities claimed by the public media in demonstrations and the media (Love Parade, Jörg Haider, "Baader Meinhof").

Readings:

Carl Schorske, Fin de siècle Vienna

Foote, Kenneth E. Shadowed Ground: America's Landscapes of Violence and Tragedy

Lefebvre, Production of Space

Boym, Future of Nostalgia

Websites for public art and museums

Grading:

Site analysis:  short precis  --3 x 5% of grade

Annotated bibliography:  15% of grade

Short presentation (5 pp): 20 % of Grade

Project proposal and research plan (5 pp): 20% of Grade

Final Paper: 30% of Grade


EUS 347 • French New Wave

35488 • Picherit, Hervé
Meets TTH 1230pm-200pm HRH 2.112
(also listed as F C 349)
show description

DESCRIPTION:

There are three main goals for this course.  The first is the acquisition of the intellectual and interpretative tools specific to film comprehension, analysis and creation.  The second is the establishment of a sense of the French New Wave movement and its influence on subsequent artistic and commercial films.  The third main goal for the course is the acquisition of the vocabulary related to cinema production, description and interpretation.  The course will also encourage students to establish links between the films shown in the class, but also with other media.  Most importantly, the class is designed to cultivate film literacy, allowing students both to engage critically and create with this medium.  Assignments will include short, online film responses, one written movie review, a film exam, the creation of a student film, and written reflections on the film project.

 

TEXT:

Film Art, 10th edition by David Bordwell & Kristin Thompson

Cinema Studies: The Key Concepts by Susan Hayward

Films :

Les 400 coups

Tirez sur le pianiste

À bout de souffle

Pierrot le fou

Cléo de 5 à 7

La pointe courte

La jetée

Le joli mai

Hiroshima mon amour

L’année dernière à Marienbad

Ma nuit chez Maude

Les bonnes femmes

           

GRADING:

1.  Class attendance, participation and daily work (throughout the semester)……..15%

2.  8 Short film responses………………………………….………...…………...…15%

3.  Written Movie Review…….……………………….……………………...........15%

4.  Film exam ……..…...…………………………..…………………………….....20%

5.  Final film project ……..……………………..……………………………….....20%

6.  Reflections on the final film project ……….…………………………………...15%

download syllabus


EUS 347 • Italian Neorealism

35489 • Bonifazio, Paola
Meets TTH 200pm-330pm
(also listed as ITC 349)
show description

FLAGS:  GC

DESCRIPTION:

This course explores Italian Neorealism in its historical and political context (Reconstruction, the Cold War, the legacies of fascism). We will examine the varieties of Neorealist styles and ideologies, through the study of films by directors Roberto Rossellini, Luchino Visconti, Vittorio De Sica and Giuseppe De Santis. We will also study film theory and criticism on realisms and Neorealisms, and discuss the relationship between Neorealism and Fascist cinema, its influence in later Italian culture and film, and its legacy in global cinema. 

 

TEXTS:

Millicent Marcus, Italian Film in the Light of Neorealism (Princeton University Press, 1987)

 

GRADING:

Participation: 15%

Discussions (study questions): 5% [full credit for successful completion]

Oral Presentation: 10%

Quizzes [5]: 15%

Three short papers: 30%

Final Project: 25%


EUS 347 • North Renais Art 1350-1500

35490 • Smith, Jeffrey Chipps
Meets MWF 900am-1000am DFA 2.204
(also listed as R S 357)
show description

This class is about the art and culture of northern Europe during the late Middle Ages and Renaissance. It is inherently interdisciplinary since we have to address the reasons art was made, where it was placed, how it was used, and how it relates to broader historical developments. With the advent of book publishing and prints, these technological innovations impacted literacy and the dissemination of knowledge across Europe. This was a period where the status of the artist rose dramatically. Much of the art was religious so we explore iconographic themes.

 

Grading

  • Test 1 – 30%
  • Test 2 – 30%
  • Research paper – 40%.

 

Texts

  • Jeffrey Smith, The Northern Renaissance
  • Other readings online.

EUS 347 • Women/Resistnc Contemp E Euro

35494 • Lutsyshyna, Oksana
Meets MWF 1100am-1200pm BUR 228
(also listed as C L 323, REE 325, WGS 340)
show description

FLAGS:   GC

Course description:

This course will examine works of a number of Eastern European women writers, such as Olga Tokarczuk (Poland), Svetlana Alexievich (Belarus), Oksana Zabuzhko (Ukraine), Dubravka Ugresic (Croatia), Herta Muller (Romania – Germany), Sofi Oksanen (Finland), and Ludmila Petrushevskaya (Russia), and trace their role and involvement in resisting not only political regimes but also gender-based oppression. We will also read supplemental articles, interviews, and secondary sources to provide a general understanding of contemporary politics and ethnic conflict as well as gender roles in Eastern Europe. Through class discussion, students will discuss the many forms and repercussions of women's resistance to recent issues and events within this strategic region. 

Readings:

Muller, Herta. The Land of Green Plums. Transl. Michael Hofmann. Picador, 2010.

ISBN-10: 0312429940

Alexievich, Svetlana. Voices from Chernobyl: The Oral History of a Nuclear

Disaster. Trans. Keith Gessen. Picador, 2006. ISBN-10: 0312425848.

Oksanen, Sofi. Purge. Trans. Lola Rogers. Grove Press, 2010. ISBN-10: 0802170773.

Petrushevskaya, Ludmila. There Once Lived a Woman Who Tried to Kill Her

Neighbor’s Baby: Scary Fairy Tales. Trans. Keith Gessen. Penguin, 2009. ISBN-10: 0143114662.

Tokarczuk, Olga. Primeval and Other Times. Trans. Antonia Lloyd-Jones. Twisted

Spoon Press, 2010. ISBN-10: 8086264351.

Ugresic, Dubravka. The Culture of Lies: Antipolitical Essays. Penn State UP, 1998.

ISBN-10: 027101847X.

Ugresic, Dubravka. Thank You for Not Reading. Dalkey Archive Press, 2003. ISBN-

10: 1564782980

Zabuzhko, Oksana. Fieldwork in Ukrainian Sex. Trans. Halyna Hryn.

AmazonCrossingEnglish, 2011. ISBN-10: 1611090083.

Grading:

Journals, 1-2 page long, on authors of choice (4)             20 %

To in-class exams                                                                   20 %

Final paper (may be based on one of the journals)           30 %

Presentation                                                                             20%

Participation                                                                             10%­


EUS 347 • The European Novel

35500 • SMITH, MELISSA ANN
Meets MWF 1200pm-100pm CLA 0.122
(also listed as E 356)
show description

E 356  l  The European Novel

Instructor:  Smith, Melissa

Unique #:  34545

Semester:  Fall 2015

Cross-lists:  EUS 347

Flags:  n/a

Restrictions:  n/a

Computer Instruction:  nNo

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Description: This course will consider novels from the 18th, 19th, 20th, and 21st centuries, some long established in the western canon and others likely to be unfamiliar to class members. It will explore the development of the novel as a form as novel traditions from different areas of Europe interacted with and influenced one another. It will also explore the concept of “European”, considering the flexibility and limitations of the term as Europe’s own form changed over the centuries. We will seek to understand how and why the novel flourished in the European context and became the vehicle of a transnational literature.

Texts: Jean-Jacques Rousseau, Julie, or the New Heloise; Laurence Sterne, Tristram Shandy; Charles Dickens, A Tale of Two Cities; Fyodor Dostoyevsky, Crime and Punishment; Franz Kafka, The Trial; W. G. Sebald, Austerlitz.

Requirements & Grading: Two 5-7-page essays (15% each), mid-term exam (25%), final exam (45%).


EUS 347 • Dante

35520 • Raffa, Guy P
Meets TTH 1100am-1230pm GAR 3.116
(also listed as CTI 345, E 366D, ITC 349)
show description

FLAGS:  GC | Wr

Dante: Fall 2015

ITC 349, same as E 366D, crosslisted with EUS 347 and CTI 345

TTH 11-12:15 in GAR 3.116

Guy Raffa, Dept. of French and Italian

Office Hours: TH 12:45-1:45, W 11-12, and by appointment in HRH 3.104A; phone: 232-5492

E-mail: guyr@utexas.edu; Home Page: http://uts.cc.utexas.edu/~guyr

The Divine Comedy offers a remarkable panorama of the late Middle Ages through one man's poetic vision of the afterlife. However, we continue to read and study the poem not only to learn about the thought and culture of medieval and early modern Europe but also because many of the issues confronting Dante and his age are no less important to individuals and societies today. Personal and civic responsibilities, governmental accountability, church-state relations, economics and social justice, Dante's influence on artists and other writers, benefits and limitations of interdisciplinarity—these are some of the themes that will frame our discussion of the Divine Comedy. Although you will read the poem in English, a bilingual edition will enable you to study and learn famous lines in the original Italian. The course is taught in English and contains flags for Writing and Global Cultures.

Danteworlds (http://danteworlds.laits.utexas.edu/): In addition to detailed entries, audio recordings, and study questions, this Web site contains hundreds of images from works by Sandro Botticelli, an anonymous 16th-century artist, John Flaxman, William Blake, Gustave Dorè, and Suloni Robertson.

Through close reading, class discussion, and the use of Danteworlds, you are expected to identify and explain the significance of major characters, references, and ideas in Dante's Divine Comedy (Inferno, Purgatory, and Paradise) and Vita Nuova. You will be tested on this ability in responses to study questions (a low-stakes writing assignment) and two in-class exams. An essay, which you will rewrite based on my feedback, will assess your ability to support an interpretation of a specific aspect of Dante's poetry with detailed textual analysis and scholarly research. A peer-editing activity will help you to revise and edit your own work. I expect you to have read the assigned cantos and reviewed the corresponding material in Danteworlds (including the study questions) before class.

Required Texts: (you must use the editions of these texts ordered for the class)

            InfernoPurgatorio and Paradiso (Trans. Allen Mandelbaum)

            Vita Nuova (Trans. Barbara Reynolds)

Optional TextThe Complete Danteworlds: A Reader's Guide to the "Divine Comedy" (Raffa)

Assignments and Computation of Grade: 

10%: 1500-word essay on the Inferno (credit for successful completion)

25%: Major rewrite of this essay incorporating scholarly research (graded)

5%:   Annotated bibliography of research sources (credit for successful completion)

5%:   Peer-review (credit for successful completion)

10%: Responses to study questions in Canvas Discussion Forum (credit for successful completion)

30%: Two in-class examinations  (graded: 15% each)

15%: Classwork and participation

Attendance Policy: Your attendance, which obviously influences your classwork and participation grade, is expected at all class meetings. You are expected to arrive on time to class and to stay for the entire lesson. Repeated late arrivals to—or early departures from—will count as absences. For every class that you miss (for whatever reason) after the fifth absence your final course grade (on a 100-point scale) will be reduced by 3 points up to a maximum of 15 points.

Late Work: Late work will lose a full letter grade for each day it is late except in the case of documented emergencies (e.g., serious illness, death in the family), religious holidays (see university policy below), or university-sponsored events (with prior notification).

Canvas: We will use the CANVAS learning management system to organize and provide course content on-line. When you log in to Canvas (http://canvas.utexas.edu/) and select the course, you will have access to the syllabus, assignments, lecture presentations (pdf), grades, and a discussion forum (for posting responses to study questions). You will be required to submit most assignments on-line using Canvas. For help with Canvas, consult the student tutorials (http://edutech.ctl.utexas.edu/students/) or contact support staff (https://utexas.instructure.com/courses/633028).

Writing Flag: This course carries the Writing Flag. Writing Flag courses are designed to give students experience with writing in an academic discipline. In this class, you can expect to write regularly during the semester, complete substantial writing projects, and receive feedback from your instructor to help you improve your writing. You will also have the opportunity to revise one or more assignments, and you may be asked to read and discuss your peers’ work. You should therefore expect a substantial portion of your grade to come from your written work. Writing Flag classes meet the Core Communications objectives of Critical Thinking, Communication, Teamwork, and Personal Responsibility, established by the Texas Higher Education Coordinating Board.

Global Cultures Flag: This course carries the Global Cultures flag. Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one non-U.S. cultural group, past or present.        

 


EUS 348 • Bus Enviro Of The Europe Union

35524 • Roberts, M K III
Meets W 500pm-800pm CBA 4.344
show description

This course covers a topic dealing with European Economics, Government, Business, and/or Policy.


EUS 348 • Compr Notion European Security

35525 • Mosser, Michael W
Meets TTH 1100am-1230pm BUR 136
(also listed as GOV 365N)
show description

Course concept

International security, a subfield of international relations, examines the nature of the international states system. It specifically focuses on what is known as the ‘security dilemma,’ the idea (or myth, depending on your theoretical predilection) that states in the international system desire above all to remain secure and extant, and will do whatever necessary to avoid becoming less secure or even disappearing entirely. Questions of how or whether it is necessary or even possible to cooperate to achieve security were seen as peripheral.

Recently, many scholars and practitioners have begun to question the state-centric approach to international security, as well as its focus on power, rivalries, and conflict. Instead, these scholars and practitioners have begun to speak of  ‘comprehensive’ security, or the ‘comprehensive approach’ to international security. Besides being a good catchphrase, what does comprehensive security mean? What does it entail? “Comprehensive security” has a variety of connotations, depending on the context in which the idea is presented, but generally most agree on the idea of a more all-encompassing, holistic understanding of ‘security’ than that embraced by traditional international relations theories. Part of the rationale for this course is to unpack some of the themes underpinning the various ‘flavors’ of comprehensive security, (among others, its human, economic, environmental dimensions).

One of the regions of the world where the notion of ‘comprehensive’ security has been most explicitly theorized and implemented is in Europe. Thus the course pays special attention to this region of the world and examines the practical aspects of comprehensive security via the institutions charged with implementing it: the European Union (EU), the North Atlantic Treaty Organization (NATO), and the Organization for Security and Cooperation in Europe (OSCE).

Part One: Theories of international security (three weeks)

This part of the course investigates the underlying theoretical premises of international security, with special emphasis on:

  • Theories of conflict and cooperation, covering topics such as realism, institutionalism, constructivism, democratic peace theory.
  • Theories of influence, covering topics such as soft power, deterrence & coercion, domestic politics and influence, credibility, norms and institutions as influencers of behavior.

Part Two: The idea of comprehensive security (three weeks):

This section of the course takes the theoretical precepts gained from Part One and applies them to the newly emerging idea within international security that true international (and regional) security must take into account factors beyond mere state survival. To that end, the idea of ‘comprehensive’ security is raised, bringing into play a more nuanced view of international security. In this section, we will examine various ways in which comprehensive security has been thought about. Primarily, we will explore the idea of ‘human’ security that developed out of the 1994 UN Human Development Report, which has seven constituent elements:

  1. Economic security
  2. Food security
  3. Health security
  4. Environmental security
  5. Personal security
  6. Community security
  7. Political security

The section will begin with a survey of the general concept of human security, then move to a treatment of four of its components: economic, health and environmental, and community security. The section will conclude with a discussion of security sector reform as the means to establishing lasting peace in post-conflict societies, a key facet in any discussion of post Cold War comprehensive security.

Part Three: The practice of comprehensive security in Europe: case studies (ten weeks):

In Part Three of the course, we look at ways in comprehensive security has been implemented in Europe.  We look specifically at European notions of comprehensive security, focusing on the North Atlantic Treaty Organization (NATO), the Organization for Security and Cooperation in Europe (OSCE), and the European Union (EU).

Readings:

There is no required textbook for this course. Rather, each week has a series of readings assigned that are to be read before the class meets each day. The readings will be accessible via Blackboard and the average reading load per class is between 40 and 60 pages.

Assignments and grading

Your course grade will consist of a midterm exam grade, a take-home final exam grade, a short paper grade and a discussion/participation grade:

Exams: 75%

As this class is an upper-division course, a major portion of the grade for the course will consist of exams, consisting of two midterm exams and a take-home final exam. Both midterms and the final will each count for 25% and the take-home final exam will be worth 25% of your course grade. 

Participation: 25%

Participation will be divided into two sections:  Discussion questions and in-class participation. Since not everyone enjoys speaking in class, discussion questions will count for more than in-class participation. Discussion questions will count for 20% of your course grade, while in-class participation will count for 5% of your course grade.

So that we can discuss points raised in the online postings in Thursday’s class, discussion questions for the week on which I am lecturing will be due by 5:00 pm every Wednesday (unless directed otherwise). They should be drawn from the readings and should reflect any questions, comments, or cries of outrage you may have regarding the arguments set forth by the authors. They most definitely will help you get the most from the class. I will prepare the first set of discussion questions as a template for future assignments.

There are no discussion postings necessary for midterm week. The total number of discussion postings will be counted at the end of the semester, and also will be examined throughout the semester for evidence of consistent posting. Do not expect to “catch-up” post only at the end of the semester and receive full participation credit.

  • 12-15 postings: Full credit
  • 8-11 postings: 70% credit
  • 5-7 postings: 50% credit
  • Less than 5 postings: No credit

A word on late or missed assignments. Over the course of the semester, it is inevitable that some event will cause a time management issue, which might lead to a missed assignment deadline. Though normally handled on a case-by-case basis, there are some baseline penalties for missed or delayed assignments, detailed here:

  • Late topic choices will receive a 1% deduction per day before grading.
  • Late topic outline and list of references will receive a 2% deduction per day before grading.
  • Late paper drafts will receive a 5% deduction per day before grading.
  • Missed exams will receive a 5% deduction per day until made up.

Extra Credit

 Students who attend an academic lecture/event dealing with an international/global issue and hand in a typed, one-page summary may receive a 3 point increase on an exam grade.  No more than two lectures/events total may count per semester (a total of 6 points).  Summaries must be turned in within 7 days of the event.

Grading Standards:

I will use the following grade standards. Grades for individual assignments will be weighted according to the scale in the preceding paragraph. All grades given during the course of the semester will be converted to a 100-point scale.

 

93 >     A

90-92   A-

87-89   B+

80-86   B

77-79   B-

75-76   C+

70-74   C

67-69   C-

60-66   D

< 60     


EUS 348 • Sports/Politics In Germany

35530 • Hoberman, John
Meets TTH 330pm-500pm GEA 114
(also listed as GSD 360)
show description

FLAGS:   GC  |  Wr

Description:

Sport and other forms of physical culture have played important political roles in German history over the past two centuries. The gymnastics movement of the early 19th century promoted an intense German nationalism based on racial/ethnic identity. The late-19th century gymnastics movement was both politically conservative and engaged in an unsuccessful struggle with the foreign “sport” culture that eventually conquered the world in the form of the Olympic Games and global soccer. The 1936 Berlin (“Nazi”) Olympics promoted Hitler’s foreign policy objectives by serving as a propaganda platform that persuaded much of the world that Nazi Germany would not go to war. An anti-Nazi boycott effort in the United States did not succeed. The next German dictatorship to adopt sport as a political strategy was East Germany (1949-1989), which produced huge numbers of internationally successful athletes by creating a system of early recruitment, expert coaching, and a secret doping program that fed anabolic steroids to thousands of young men and women, including children: criminal medicine in the service of sportive nationalism. In recent decades, democratic Germany has pursued a very successful program to become a world soccer power. The 2006 World Cup competition in Germany marked a turning point by producing a politically acceptable form of German nationalism. The German victory at the 2014 World Cup in Brazil has confirmed traditional stereotypes about German efficiency that reflect well on Germany’s political system. The inclusion of players of non-German origin on the national team serves as a symbol of German multicultural policy in an era of troubled race relations across the face of Europe.

Selected Readings:

Léon Poliakov, “Arndt, Jahn and the Germanomanes,” in The History of Anti-Semitism: From Voltaire to Wagner (New York: The Vanguard Press, 1975): 380-391.

John Hoberman, “The Origins of Socialist Sport: Marxist Sport Culture in the Years of Innocence,” in Sport and Political Ideology (Austin: University of Texas Press, 1984): 170-189.

John Hoberman, “Fascism and the Sportive Temperament,” “Nietzsche and the Authority of the Body,” “Fascist Style and Sportive Manhood,” in Sport and Political Ideology (Austin: University of Texas Press, 1984): 83-109.

John M. Hoberman, “”Nazi Sport Theory: Racial Heroism and the Critique of Sport,” in Sport and Political Ideology (Austin: University of Texas Press, 1984): 162-169.

Marcel Reinold and John Hoberman, “The Myth of the Nazi Steroid,” The International Journal of the History of Sport  (2014).

Allen Guttmann, “’The Nazi Olympics’,” in The Games Must Go On: Avery Brundage and the Olympic Movement (New York: Columbia University Press, 1984): 62-82.

Richard Mandell, The Nazi Olympics (1971).

Alan Tomlinson, “FIFA and the Men Who Made It,” Soccer & Society 1 (2000): 55-71.

Werner Krauss, “Football, Nation and Identity: German Miracles in the Post-War Era,” in Dyck, Noel and Eduardo P. Archetti, eds., Sport, Dance and Embodied Identities (Oxford and New York: Berg, 2003): 197-216.

John Hoberman, “The Politics of Doping in Germany,” “The German Sports Medical Establishment,” in Mortal Engines: The Science of Performance and the Dehumanization of Sport (New York: Free Press, 1992): 237-252, 252-265.

John Hoberman. "The Reunification of German Sports Medicine, 1989-1992," Quest 45 (1993): 277-285.

Werner W. Franke and Brigitte Berendonk, “Hormonal doping and androgenization of athletes: a secret doping program of the German Democratic Republic government,” Clinical Chemistry 43 (1997): 1262-1279.

Grading:

Examination #1 (25%)

Examination #2 (25%)

Quizzes (5 worth 5% apiece)

Term paper (25%)


EUS 348 • International Trade

35535 • MENDEZ, DEIRDRE B
Meets TTH 800am-930am CBA 4.324
show description

This course covers a topic dealing with European Economics, Government, Business, and/or Policy.


EUS 348 • International Trade

35540 • MENDEZ, DEIRDRE B
Meets TTH 200pm-330pm CBA 4.324
show description

This course covers a topic dealing with European Economics, Government, Business, and/or Policy.


EUS 348 • International Trade

35545 • MENDEZ, DEIRDRE B
Meets TTH 1100am-1230pm CBA 4.324
show description

This course covers a topic dealing with European Economics, Government, Business, and/or Policy.


EUS 350 • Govs & Polit Of Western Europe

35554 • Graeber, John
Meets MWF 1100am-1200pm CLA 1.106
(also listed as GOV 324L)
show description

Europe has experienced a remarkable transformation in the last century: from the mass destruction of World War II to the emergence of prosperous multiparty democracies, from the erection of the Iron Curtain to the fall of the Berlin Wall, from centuries-long divisions to a European Union of 28 states that stretches from Lisbon to Bucharest to Helsinki. Many of us know this recent past from history books, others have visited the other side of the Atlantic for vacation or study. But despite our apparent familiarity with our transatlantic neighbors, the governments and politics of Europe often remain unfamiliar. How exactly does a parliament work? Why are there so many political parties? How can governments just call new elections? How do European democracies compare with one another, and with the United States? European politics becomes even more mystifying when discussing the European Union, an entity encompassing 28 member states, over 500 million people, and one of the world’s largest economies. What is the European Union exactly? Is it an international organization, a federation of countries, or something else entirely? Who actually makes the decisions for Europe today?

This course will seek to answer to all of these questions by focusing on the major political, social, and economic dynamics shaping contemporary European politics. In the first part of the course, we will examine the historical origins of contemporary European politics, the features of parliamentary government, multiparty democracy and electoral systems, and other essentials of European politics today. We will highlight how these operate in a number of country contexts, but especially Great Britain, France, and Germany. The second half of the course will provide students with a detailed introduction to the European Union, including its tumultuous history, its decision-making institutions, and its relations with member states and the international community. Finally, the course will conclude with an investigation of some major policy issues and challenges in Europe today, notably the Euro crisis, European integration and enlargement, immigration, and European foreign policy.



  • Center for European Studies

    University of Texas at Austin
    158 W 21st Street
    A1800
    Austin, Texas 78712
    512-232-3470