Please see the Class Schedule for the current semester’s offerings. A brief description of the honors courses for the coming semester is given below.
Evolution of Skyscrapers 1635H
Sec 361 T 6:45-9:30
We shall examine the conception, development and construction of the skyscraper. Since the tall office building flourished in Chicago as nowhere else during the last century, we shall begin with the roots of the tall office building in that city. The course will include selections from the theoretical literature on the nature of the tall building, and we shall explore the evolution of this building type. New York City, with its unparalleled concentration of skyscrapers in lower and mid-town Manhattan, will serve as our learning laboratory. Presentations by practitioners and class members will be included as well.
Starting with the history of and theories about this building type and its early stages in the nineteenth century, we shall examine the following topics:
▪ The early history of the tall office building: embracing the machine age
▪ The impact of zoning ordinances on urban form
▪ The role of the real estate developer
▪ The architect and the design process
▪ Systems synthesis: engineering and construction
▪ Making space comfortable: the role of the interior architect
Sec 311 T 1:05-2:45
Topics: Stem Cells 4934H
Sec 461 W 6:45-8:25
Topics in Stem Cells take a careful look at contemporary breakthroughs in stem cell research as reported in the scientific literature. Through these findings, students will be introduced to cutting-edge molecular and cellular research methods and versed in the interpretation of scientific data. Areas to be covered in this course include: embryonic stem cells and cloning, somatic and hematopoietic stem cells, and induced pluripotent stem cells and cellular reprogramming. The final portion of this course deals with ethics and legislation.
General Chemistry 1 Honors 1045H
Sec 341 T 4:30-5:45 R 5:50-6:40
This is the first semester of an introductory Honors course in chemistry that satisfies the pre-med, pre-dental, and pre-engineering requirements. The topics covered will be similar to a traditional introductory college chemistry course, but the chemical concepts will be presented in the context of increasingly sophisticated real world applications and not as a series of linear topics. For example, topics like stoichiometry, properties of gases, distribution of molecular speeds etc. will be presented in relation to the design of an airbag in automobiles. Students will be trained in advanced problem solving. Students will also be encouraged to actively participate in classroom discussions. The first semester course does not have a laboratory component.
Molecular Structure & Dynamics 1611H
Sec 361 T/R 6:45-8:15
France and its Others 1009H
Sec 341 T/R 4:30-5:45
the notion of a cultural "melting pot" is fundamental to American
society, French society has been structured around a distinctly French
notion of universalism: the idea that there are core universal values
that must supersede those of any minority subculture. Thus, although
Americans regularly embrace multiple identifications--as
African-Americans, or Jewish Americans, for example--in France that
double alliance is largely experienced as a tension.
this CUOT we trace the roots of that tension by examining ways that
otherness has inspired and troubled the French imagination through
literary, historical and philosophical readings by major French writers
from the 1500s to the present day. From Montaigne's cannibals to the
noble savages of Enlightenment texts, from Zola's "J'accuse!" to the
story of Babar, from the female other to the other as Jew to the other
as Jewish female, we explore the myriad ways through which France's
imagined others serve as manifestations of a cultural fascination with
and anxiety about difference in its many forms. As we analyze the
various intellectual conflicts that have arisen from the quest to
understand what is deemed different, foreign, exotic or strange, we will
also trace a struggle to define and circumscribe notions of French
identity, selfhood and authority. Finally, at the semester's end, we
will use what we have synthesized from these thinkers to consider
contemporary debates in French society about the place of religious and
ethnic difference in the public sphere.
International Economics 1701H
Sec 361 T/R 6:45-8:00
In this course students will learn the theory of international trade, international finance, commercial policy, balance of payments, the foreign exchange market, competitiveness in the global economy, international macroeconomics, and foreign direct investment. Emphasis will be given on the determinants and effects of international linkages, including the roles of consumers, firms, and government policies, in the context of the international economic environment.
Prerequisites: (ECO 1021 or 1021H or 1031 or 1031H) and (ECO 1011 or 1011H or 1041 or 1041H);
Besides the required textbook, Robert Carbaugh, International Economics, 15th edition, Cengage Learning, 2014, ISBN: 9781285854359, there are some additional possible recommended readings
Paul R. Krugman, Maurice Obstfeld, and Marc J. Melitz, International Economics: Theory & Policy, Plus NEW My EconLab with Pearson eText - Access Card Package, 10th edition, Pearson, 2015 [available August 2014], ISBN: 9780133826944
James Gerber, International Economics, Plus NEW MyEconLab with Pearson eText - Access Card Package, 6thedition, Pearson, 2014, ISBN: 978-0-13-3407938
Richard E. Caves, and Jeffrey A. Frankel, World Trade and Payments: An Introduction, 10th edition, Prentice Hall, 2007, ISBN: 978-0-321-226600
Robert C. Feenstra and Alan M. Taylor Essentials of International Economics, 2nd edition, plus Aplia for International Economics, Worth Publishers 2012. ISBN: 978-1-4292-9424-9
Dominick Salvatore, International Economics, 10th edition, Wiley, 2010, ISBN: 978-0-470-38834-1
Some of the subjects to be discussed are:
Writing Creative Nonfiction 1724H
Sec 331 T/R 3:00-4:15
In this course we will be reading and writing at the boundaries between fiction and nonfiction, in the hybrid form sometimes referred to as the "fourth genre," "literary nonfiction," or the "lyric essay." At that boundary, literary strategies (formal experimentation, imagination, metaphor, imagery, lyric language, nonlinear narrative, rhythm and repetition) traditionally associated with the created worlds of fiction, poetry and drama are used to treat subjects that have, traditionally, been thought of as the province of nonfiction; as obligated to "fact." Our particular focus will be the personal essay: "a kind of essay," as described by the writer Deborah Tall, "propelled not by its information, but rather by the possibility for transformative experience."
Requirements: three essays (2-3 pages, 3-5 pages, 5-8 pages); a series of writing exercises focusing sharply on different aspects (the sentence; word choice; revision) of your prose; a timed selection from one of your essays to be publicly presented at the end of the course; a writing portfolio of 20 pages of revised work. We will also be reading together examples of some of the most compelling and innovative creative nonfiction being written today. Finally, members of the class will regularly present their own writing, and constructively critique one another's writing, in workshop sessions.
Prerequisite: FYWR or ENG 1101 or 1931H
This course fulfills the Writing requirement for the English major, and can be counted toward the Writing minor.
Science Fiction & Fantasy Literature 2805H
Sec 231 M W 3:00-4:15
This course explores two sub-genres of literature, science fiction and fantasy, from a variety of theoretical and interpretive angles. Although we will begin with foundational texts in each subgenre, we will quickly move to more contemporary works, examining how science fiction and fantasy are posited opposite "realistic" fiction. We will study the ways in which our texts connect with, grow from, and draw on realistic literary movements; the purposes and consequences of literary categorizations; and the ways in which our two subgenres are further subcategorized. Our investigations will focus on the texts themselves, on their contexts and subtexts, on secondary materials that can elucidate texts and contexts, and on escapist fictions' relationships to readers.
Primary texts for the course include Frankenstein (Mary Shelley), Kindred (Octavia Butler), The Handmaid's Tale (Margaret Atwood), The Time Machine (H.G. Wells), The Hobbit (J.R.R. Tolkein), Neuromancer (William Gibson), To Say Nothing of the Dog (Connie Willis), Tarzan of the Apes (Edgar Rice Burroughs), 1984 (George Orwell), Alice in Wonderland (Lewis Carroll), The Golden Compass (Phillip Pullman), The Left Hand of Darkness (Ursula LeGuin), The Hitchhiker's Guide to the Galaxy (Douglas Adams), and short stories by Isaac Asimov, Kurt Vonnegut, Arthur C. Clarke, Philip Dick, Ray Bradbury, Edgar Allan Poe, Isaac Bashevis Singer, and T. H. White. We will also watch two films together as a class, TBD. Students will have the opportunity to write about works other than these in their essays if they wish.
Course work is as follows:
Significant primary and secondary readings.
Engagement with class materials and active participation in class discussions.
Five informal blog posts in response to specific assigned readings.
Two short argument essays (2-3 pages) that focus on film adaptations of science fiction and fantasy writings.
One five-page analysis essay that responds to a text and at least one secondary source.
A final researched essay (in place of an exam) of 10-12 pages.
First Year Writing Honors 1010H
Sec 261 M W 6:45-8:00
Sec 332 T/R 3:00-4:15
First Year Writing, a mandatory course for all students in Yeshiva College and the Sy Syms School of Business, introduces students to college-level writing and prepares them for future academic writing. Every section of this course emphasizes writing process and revision, critical thinking, and other fundamental writing skills, including summary, paraphrase, analysis, synthesis, integration of multiple perspectives, and source documentation.
Honors sections of First Year Writing are unique in that the program's smaller sections, available only to Honors Program students, begin at a higher discourse level and include more demanding and complex readings. Instructors of Honors sections work with students to develop thinking and writing skills through a variety of assignments and activities in a participatory, collaborative atmosphere.
Modern Hebrew Poetry
Prof. S. Schneider
This course will follow the development of modern hebrew poetry from 1880 at the twilight of the militant Haskala poetry of it representative. Yehuda Leib Gordon and will continue with the transition into the poetry of “Chibbat Tzion” and the “Renaissance” period. The poetry of Bialik & Tschernickhovsky and their followers Yakov Cahan, Yaakov Flchman and others. With the shift of the literary scene from the diaspora to Palestine the course will deal with the poetry of Shlonsky, Alterman, Leah Goldberg and Uri Tzvi Grinberg; followed by the writing of poets of the “Tashach Generation” and the poets of the “ Dor Bamdina”. Like Chaim Guri, Amir Gilboa, Dan Pagis, Yehuda Amichai, Natan Zach, David Avidan and others. The course will analyze the main topics of each generation of poets and the uniqueness of the poetic world of each poet.
Piracy and the Nation State 2604H
Students writing honors theses are already accomplished writers with significant knowledge about their areas of study. But this may be your first time working on a long-term, large-scale project, and so our honors thesis seminars offer you practical and moral support as you embark on your independent research and writing. You will have the opportunity to hear from your fellow thesis writers, sharing techniques and ideas, and you will participate in a variety of hands-on activities to help you with organization, time management, quotation and citation, and focus. We meet approximately every three weeks for one hour in a casual, informal, and participatory setting. In addition to our group sessions, the professor is available for regular or occasional individual meetings as well as a variety of tutorials, ranging from grammar refreshers to individualized time management interventions to practice with oral presentation skills.
Books on Books: Films on Films 1001H
What are do literature and film tell us about themselves and each other? How is reading a novel or short story different from "reading" a film? What happens when a story passes from one medium to another? By addressing these questions, this course will help student to develop a deeper understanding of the relationships between literature and film, and through these relationships, of each medium.
The course will begin by examining the key elements of literary and cinematic story telling, and of how these elements come together to produce the meaning of a story. Then we will explore various approaches used in the analysis of literature and film, by studying both theoretical texts about literature and film, and close readings of particular works in both media, with the aim of enabling students to create their own compelling interpretations of literature and film.
Course texts will include Bradbury, Fahrenheit 451; Calvino, If on a Winter's Night a Traveler; O'Brien, and Zusak, The Book Thief. Films will include The Wizard of Oz, Sherlock Jr., The Artist, Stranger than Fiction, Singin' in the Rain, and Fahrenheit 451. Critical texts will include Plato, Book X of The Republic; Wilde, "The Decay of Lying"; Rushdie, The Wizard of Oz; and Villarejo, Film Studies: The Basics.
Jews of Central Europe 1450H
This course is an in-depth study of the history and historiography of modern Central European Jewry from the mid-17th century to 1933. We will examine the large-scale social and political forces as they shaped the Jews of Germany and the German-language Kulturbereich of Central Europe beginning with the early process of enlightenment (Haskala) until the collapse of interwar Central European democracies and the descent into fascism. We will also engage with many of the cultural and intellectual trends of German-speaking Jewry, including Sabbateanism, the Haskalah, the evolution of religious thought and denominationalism, the Wissenschaft des Judenthums movement in its many permutations, nationalism, Zionism, and the explosion of Jewish theological and philosophical thought in the fin de siècle and post-World War I period.
Yehuda haLevi 1340H
Sec 511 R 1:05-2:45
Suffering & Evil 3020H (cross-listed PHILOSOPHY)
How are we to make sense of a world in which suffering and evil are conspicuous features? Our goal is to tackle a set of problems surrounding this question, utilizing the resources of Jewish thought and Western philosophy, and also appealing to other sources of insight and culture, most notably imaginative literature.
Major Jewish sources include Rabbinic literature ("suffering of love," reward and punishment, laws of visiting the sick and mourning) with classical and modern scholarship, Maimonides' Guide III, 8-18, R. Soloveitchik, R. Kook, Eliezer Berkovits.
Major Western authors include Augustine, Spinoza and Leibniz (via A.O. Lovejoy and Genevieve Lloyd), Samuel Johnson, Dostoevsky, Schopenhauer, Richard Kim, "The Martyrs" and the tradition of analytic philosophy, represented by Van Inwagen, M. and R. Adams, and others.
Writing: 2-4 short assignments during term. One 10-page paper at the end on any topic relevant to course.
Applied Data Science 5272H
In this course we will examine a number of exemplar 'data science' publications from the domains of biomedical science, quantitative finance, geoscience and the astronomical sciences. We will review the various scientific contexts allowing us to understand and so explore the data analytic methodologies applied in each case. Computational application of such methodologies, including the use of high performance computing resources, will provide a solid practical basis for the course content under scrutiny.
Chaotic Dynamical Systems
Chaotic dynamical systems describe a class of mathematical models that are deterministic, i.e., they are governed by precise evolution laws, and yet unpredictable,. i.e., arbitrarily close initial states yield uncorrelated states in the long run. Thus, short term predictions on the evolution of a chaotic dynamical systems can be made, while long term predictions cannot be made in general. This distinguishes them from stochastic systems, for which neither short nor long term predictions can be made. Chaotic behavior appears in mechanical systems (including celestial mechanics and astrodynamics), lasers, biological rhythms, superconducting circuits, spread of infectious disease, chemical oscillators, genetic control systems, financial markets, etc. This course will provide a self-contained introduction to the subject, suitable for junior/senior and first-year graduate students. The mathematical theory will be closely integrated with relevant applications to the sciences, for which the necessary scientific background will be explained at an elementary level. In particular, the famous Lorenz system, frequently associated to the so called butterfly effect (a butterfly that flutters its wings can cause a hurricane on the other side of the world), will be discussed.
Functions of a Real Variable 5651H
Sec 361 T/R 6:00-7:15
Objectives and nature of the course: This is a first-year graduate course open to qualified undergraduates. The course provides the fundamental grounding necessary for graduate work in analysis and will account for roughly 25% of the material covered in the comprehensive examination for the M.A. degree.
Course topics and goals: Fundamentals of real analysis and applications; development of the real number system; set-theoretic notions. Lebesgue measure and integral. Metric, topological, Banach, and Hilbert spaces. At the conclusion of the course, students will be able to decide whether a set is Lebesgue-measurable or a function is Lebesgue-integrable. They will understand the fundamental properties of metric, convex, topological, Banach, and Hlbert spaces.
Textbook: Real Analysis by H. L. Royden, Macmillian, New York, fourth edition. Possible readings from other texts, as directed from the instructor.
Assessment: Students' progresses will be evaluated via a midterm (accounting for 40% of the final grade), attendance, participation and homework (15%), and a final examinations (45%). The course is assessed via student surveys and other supervision by the Chair.
Course topics (subject to minor modifications):
1. Set theory
2. The real number system
3. Lebesgue measure
4. The Lebesgue integral
5. Differentiation and integration
6. The classical Banach and Hilbert spaces
7. Metric spaces
8. Topological spaces
9. Compact spaces
The goal of this course is for the student to achieve mastery of the predicate calculus with identity, which is the basic logic used the world over by logicians, mathematicians, and philosophers. It is the essence of all human reasoning. One's untrained ability to intuit the formal validity, or formal invalidity, of arguments is unreliable. Consider the following two arguments, one of which is formally valid, and the other a gross non sequitur. Take a moment and try to intuit which is which:
Something is magnetic.
Something is such that if it is magnetic then everything is magnetic.
For every integer there is a larger integer.
There is no largest integer (no integer larger than all other integers).
(It is the first argument which is formally valid; the second is a non sequitur.) In this course you will master these, and many more subtle things.
Sec 231 MW 3:00-4:15
We will explore the ultimate nature of reality, including ourselves. Here are some
of the questions we will discuss: Why is there anything at all? Are we free? Do we have a soul? Can I
swap bodies with you? Is time an illusion? Is there a sense in which time genuinely passes? Is time travel
possible? Are ordinary things like teacups spread out in time like they are in space? And are metaphysical questions defective in some way?
Suffering & Evil
Sec 3020H T/R 3:00-4:15
SEE JPH CROSS-LISTED
General Physics 1 1051H
Sec 231 M W 3:00-4:15 M 5:50-6:40
The course is the first semester of a four semester sequence (which we are offering this semester for the first time) which will cover and review the developments of physics since its inception by the Greeks until the great theories that revolutionized Physics at the beginning of the XX century and marked the birth of modern Physics.
In this first semester we will focus on the part called Classical Mechanics, which discusses the origin of motion and its characteristics. From the development of the first general laws at the origin of our discipline, in the ideas of Galileo Galilei, to the formulation of the laws of motion of particles, as presented by Newton in the late XVII century, through the development of the ideas of Energy in the XIX century. We will then apply these laws to the motion of collections of particles, and collisions, through the ideas of conservation of momentum, and then to the rotation and motion of extended bodies (the so called mechanics of rigid bodies). We will discuss the main ideas of the Newtonian theory of gravitation, and the motion of planetary systems. We will study specific types of motion like oscillations which are fundamental to later understand the motion of matter at the atomic scale, and we will discuss the fundamental laws of the motion of non-rigid bodies like fluids (gases and liquids).
In the honors version of this course, while we will be covering the same ground as non-honors versions, we will present more realistic examples that require to use more sophisticated use of mathematics, and some computational illustrations and applications will be presented. For example, while discussing oscillations, we might not restrict ourselves to harmonic oscillators, but we might discuss some non-harmonicity, and when we discuss fluids we might introduce some ideas of internal friction (viscosity), and while we discuss conservation of momentum we might discuss examples of motion of rockets, and other objects of variable mass.
Pre-Requisites: Calculus I. Concurrent Calculus II encouraged but not required.
There will be weekly problem assignments to be solved, to practice the skills discussed in class, and we might review them in the recitation. There will be 1 midterm and a final.
Advanced Mechanics 1222H
Sec 621 F 10:30-1:50
A second semester of Classical Mechanics that builds on what was studied in Classical Mechanics 1. The course will cover advanced fundamental topics including Kinematics of planar motion, Nonlinear systems. The second part of the semester will study
Caustics - application in projectile motion
Planar motion of rigid objects
Further applications on rigid bodies: coins, axles
Textbook a Classical Dynamics, Thornton & Marion, 5th Edition
American Constitutional Law 2145H
Sec 241 M W 4:30-5:45
"In many ways, American political life takes it structure from the law, and the bedrock of American law is the Constitution. Therefore, the study of Constitutional Law is the study of the very rules of the game by which American politics is played. However, as with any game, sometimes rules are bent, and sometimes they are broken. In this class, we will explore seminal cases of Constitutional Law that continue to have a deep influence on American social and political life, while also exploring various theoretical approaches to the law itself. In this way, we will not only gain an understanding of the complex terrain provided by Constitutional Law, but we will also explore the very nature of the law itself."
Post- Revolutionary Societies 2225H
FOCUSING ON RUSSIA AND CHINA, THIS COURSE RAISES QUESTIONS LIKE: WHY DID THE COMMUNIST REVOLUTIONS HAPPEN? HOW DID THESE REVOLUTIONS COMPARE WITH THE AMERICAN AND FRENCH REVOLUTIONS? HOW WAS THE COMMUNIST REVOLUTION IN RUSSIA AND CHINA TRANSLATED INTO A "NEW SOCIETY?" WHAT IS THE CONNECTION BETWEEN COMMUNISM AND STATE MODERNIZATION?
WHY DID THESE REVOLUTIONS LEAD TO A "COLD WAR" WITH THE WEST? WHY DID THE SOVIET UNION COLLAPSE? WHY HAS CHINA BEEN ABLE TO "EVOLVE?"
Students will be introduced to Marxist theory and its reinterpretation by Russian and Chinese Communists as well as its "humanist" variation in Eastern Europe with primary readings from Lenin, Stalin, Gorbachev, Mao Tse Tung, Deng Xiaoping, George Lukacs and Lezeek Kolakowski. In addition, secondary readings in Russian and Chinese Communist politics will bring students up-to-date in the development of these post-revolutionary societies.
The class will be conducted as a seminar. Students will work on a project of their own choosing over the course of the semester, writing this project up as a term paper and giving an oral presentation on it at the end of the semester. There will be a midterm and a final examination which, upon approval of the Academic Standards Committee, will both be take-home exams.
Learning objectives: (1) Students learn to construct a model of revolution as an "ideal type" (Max Weber) as well as models of actual revolutionary societies (Russia and China); (2) Through the comparison of the ideal type model and the actual model of revolutionary society, students learn to see how political ideas are tempered by the social context; (3) in looking at two revolutionary societies with different cultural traditions that have been influenced by the same ideology, students learn the comparative method of political analysis; and (4) students gain an appreciation for the complexities of a semi-Western/semi-Asiatic and a non-Western (Asian) political society in its current state.
For Political Science majors, this course counts toward a political theory or a comparative politics concentration.
Clinical Psychology Honors 2430H
This course is an experiential and discussion-based exploration into the field of clinical psychology and the diverse roles of clinical psychologists. We will particularly focus on how therapy helps people change, grow, and heal. Students will explore different approaches to treatment, and the scientific evidence and controversy around different treatment methods
DESCRIPTION: An introduction to the Aramaic language based on the reading of texts in a variety of Aramaic dialects from biblical through talmudic.
PREREQUISITE: HEB 1206 (or the equivalent) or permission of the instructor.
Students at Yeshiva College have been reading texts written in Aramaic as part of their classical Torah education, often from a fairly early age, but the formal workings of the Aramaic language are often almost completely overlooked in their training. This course aims to present the student who has studied a good deal of Aramaic text with the means to systematize that which he may know instinctively, and to learn that which he has failed to grasp in the past. We shall read texts in several Jewish Aramaic dialects, from beginning with the Aramaic of the biblical books of Ezra and Daniel and concluding with the forms found in the Talmud Bavli and Talmud Yerushalmi (the actual selection may vary with the interests of the members of the class), focusing not on the content of the texts, but on their language. The basic grammar of the Aramaic language will be covered and attention will be paid to the features which distinguish from each other the dialects which students are most likely to encounter. During the semester, students will also be familiarized with the lexical, grammatical, and other tools which will enable them to work independently in reading any kind of Jewish Aramaic text. Most of the assignments in the course will involve the reading, translation and grammatical analysis of the Aramaic texts under consideration.
THIS COURSE DOES NOT FULFILL ANY GENERAL EDUCATION REQUIREMENT AT YC, BUT DOES COUNT TOWARD THE JEWISH STUDIES MAJOR AT YC AND DOES GUARANTEE THAT YOU WILL MAKE AN EVEN BETTER LEYNEN UPON COMPLETING IT
Medical Sociology 2401H
The medical profession is one of the most prominent and renowned institutions in the modern world. Doctors are extensively trained, highly respected, and usually well compensated in virtually every country and culture. Doctors know our intimate secrets and see us at our most vulnerable; they guide our behaviors, and often literally decide our fate. Yet neither the role of the doctor nor the position of the professional medical establishment can be taken for granted. These are contingent social facts, subject to change over time and across social locations.
This course aims to introduce students to sociological perspectives on the medical profession. We will address questions such as: how do people become doctors, and how do they manage this professional identity in practice? How did medicine become a science, and how do doctors deal with the implicit uncertainty of applying scientific knowledge to individual cases? How do doctors interact with patients - and what factors define these two roles? How is "illness" defined, and what conditions lead to changes in its definition? More generally, what exactly do doctors do: what is their professional jurisdiction, and how and why does this change?
Intermediate Spanish 1 1201H
This is the first semester of a two-semester Intermediate course. Intermediate Spanish I is designed to develop the four language skills, listening, speaking, reading, and writing in Spanish, and to deepen the students' exposure to the variety of cultural aspects within the Hispanic world. The primary objective of both sequences is to help the students reach a level in their command of the language that would allow them to communicate proficiently both in speaking and writing. The methodology used in the course will be primarily communicative, that is, actually using what the students already know and presenting the new material in authentic contexts. The complete two-semester course is intended to present students with a variety of Spanish and Latin American literary forms and authors. In Intermediate I, students will be exposed to original texts by well-known Hispanic authors. These literary texts will be presented to the students within the context of the new vocabulary or structures that are being introduced in each particular case. During the course of the semester there will be also be cultural activities both inside and outside of YC. These activities will be related to various aspects of the Hispanic cultural life in New York City and will include visits to museums and attendance to performances of plays by Hispanic authors. Participation in these activities will be mandatory and students will be expected to prepare a brief summary of each activity with their personal impressions. To the maximum extent possible, both sequences of the course will be taught in Spanish.
For students enrolled in the new curriculum, Intermediate Spanish I satisfies the Cultures Over Time core requirement.
Honors Intro to Statistics
This course provides an introduction to how we use numerical data to describe and explain the social world. Our coverage of statistical analysis starts simple and gets gradually more involved. We start with distributions of single variables, next move to relationships between pairs of variables, and conclude with statistical control and basic multivariate analysis involving three or more variables at once. In each case, we will study graphical approaches to displaying data, descriptive statistics for summarizing a body of data, and inferential statistics for generalizing beyond those data to some larger population of interest. Key ideas in statistics are common to all three areas, and will be introduced early and used often. This course will also touch on topics such as the goals of social science research and the logic involved in pursuing these goals, including conceptualization and measurement. We will also give some attention to methods of data collection, particularly surveys, but also experiments; this will occur mainly in developing examples. These forms of social science data are those most often studied with the aid of quantitative methods.
My main goal for this course is for you to never look at a statistic in the media or somewhere else without knowing that with statistics, as with so many other things:
"The important thing is not to stop questioning." Albert Einstein
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New York, NY 10033
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