Ireland

Dylan Trigg argues that time and place are the twin pillars of identity, and that selfhood is constructed in the space in between them (A Phenomenology of the Uncanny, xiii). This course is concerned with that space in between, with the ways in which time and place interact to create or facilitate experience in children’s literature. Across a literary chronology that moves from 1954 to 2016, the course provides access points into diverse and complex representations of place and interpretations of time in books written for children and young people. Students engage with a broad range of texts, exploring how the central concepts have developed in the latter part of the 20th century, across a variety of modes and genres, using the core texts as touchstones for discussion and analysis. 

In this course, students study the main cycles into which Early Irish literature is divided for purposes of analysis; the varying views of modern scholarship regarding the nature and function of early Irish saga; the main features of heroic biography and apply the template to the sagas read; the underlying moral or message of the sagas studied; and the relevance of Early Irish saga for the modern reader.

In this course, students state and prove some standard theorems in number theory, use standard theorems to solve problems in number theory including some classes of Diophantine equations, and learn to use the following: divisibility and factorization of integers: prime numbers, gcd and lcm, Euclidean algorithm, Bézout's theorem, multiplicative functions such as sums of divisors; arithmetic in the ring Z/nZ and the field Z/pZ, Euler's totient function, Chinese remainder theorem, multiplicative order and primitive roots; sums of squares, quadratic forms, discriminant, class number; and continued fractions, expansion of rationals and quadratic irrationals, Diophantine approximation, and Pell-Fermat equations.

This course focuses on the methods and techniques for efficient management (modelling, manipulation, and retrieval) of data and information. It provides a foundation for later courses in database management and advanced information management. Students describe and use UML for information modeling; describe and use XML techniques for data modeling and querying; describe techniques for exposing and retrieving information on the web semantic web/linked data approaches; and understand the ongoing collaborative process of eliciting ethical implications which influence technology design.

The course analyzes key texts in the development of contemporary theater in Spain and Latin America. The course explores the history of contemporary Hispanic theatre through examination of key authors, texts and trends in Spain and Latin America since the beginning of the 20th century.

The course introduces the concept of disistance and its importance for life-course criminology - theories and research. Topics include early formation - the family as precursor?; onset and maintenance in adolescence; the role of place and community in offending; understanding recidivism; the impact of imprisonment - living with conviction; pathways to desistance; models of desistance; disistance and the criminal justice system; influencing the life-course: models of intervention; and forms of intervention in Ireland.

On this course, students read a variety of Victorian texts from across many genres to explore many different issues and themes including print culture; periodicals and serialization; religious, sexual, national, and ethnic identity; the women’s movement; the crisis of faith; industrialization and the city; ecology; human and non-human animal identity; imperialism. Although the course is structured around the work of major representative writers, students consider a variety of literary and non-literary texts to get a sense of the dynamism and variety of writing and debate in the period. This course examines a range of English writing across the Victorian period, some of it very familiar and some of it neglected or forgotten work. Authors studied vary from year to year, but representative authors include the Brontës, Charles Dickens, Elizabeth Gaskell, Gerard Manley Hopkins, George Eliot, Elizabeth Barrett Browning, Thomas Hardy, Robert Browning, Alfred Tennyson, Christina Rossetti, Elizabeth Braddon, and H. G. Wells. A major focus of this course is the exploration of relationships between literary texts and the historical, social, and political contexts which shaped their imaginative creation. Essentially, this is a course about setting Victorian writing in its intellectual and cultural context. 

Topics include Islamic Reformism (al-Afghani and Abduh), the Arab Renaissance (Tahtawi, Amin), nationalism (al-Husri, Arslan), national culture (Hussein and Mahfouz), Pan-Arabism (Aflaq, Nasser), communism and leftism, Palestine Question (Zurayq, Kanafani), 1967 Critique (al-Azm, Laroui, Mernissi), Islamic Revival, Political Islam, and Arab Liberalism (Jabri, Ibrahim, Saadawi).

Topics in this course include an overview of the early Irish legal system (Brehon law), the structure of early Irish society and its institutions – in particular: the early Irish system of law enforcement in the absence of a centralized state and associated police force; the status of women in early Irish society, including marriage arrangements; Irish family structures; an overview of farming and food in early Ireland, and the nature and background of Irish "sacral" kingship and the concept of truth.

Writing the Flâneuse, this seminar course explores representations of metropolitan spaces and experiences in 20th-century women’s writing. The figure of the flâneur – a term used to define a male wanderer and observer of urban life – has long been integral to critical explorations of modernity, from Charles Baudelaire's THE PAINTER OF MODERN LIFE through to James Joyce's ULYSSES (1922). However, students on this course are introduced to the contrasting feminine figure of the flâneuse – a female wanderer and observer of urban life – across the 20th century, drawing attention to the many re-evaluative efforts to bring matters of gender as well as the centrality of women's writing and experience to the forefront of studies of modern literature. It offers a critical and historical framework for approaching the figure of the flâneuse, reading primary texts alongside key critical works, and further incorporating discussions of space, spectacle, urban geography, mobility, consumer culture and labor. The course follows a broadly chronological trajectory, drawing on examples from novels, short fiction, and poetry by a diverse range of British and North American writers.