This course explores the astronomical roots of clocks and calendars, and relies on both real and simulated observations of the Sun, Moon and stars. In addition to completing weekly projects based on collecting and interpreting data, students independently research a clock and a calendar from another culture, either ancient or modern. There are no prerequisites, and students from all disciplines and backgrounds are welcome. Enrollment limited to 25 per section.

An introduction to the functions of an operating system and their underlying implementation. Topics include file systems, CPU and memory management, concurrent communicating processes, deadlock, and access and protection issues. Programming projects will implement and explore algorithms related to several of these topics. Prerequisite: 231. Enrollment limit of 40.

An introduction to the functions of an operating system and their underlying implementation. Topics include file systems, CPU and memory management, concurrent communicating processes, deadlock, and access and protection issues. Programming projects will implement and explore algorithms related to several of these topics. Prerequisite: 231. Enrollment limit of 40.

This second-semester French course allows students to acquire the basic elements of spoken and written French. They learn how to express themselves on a variety of topics and in everyday life situations as they connect to the Francophone world through authentic cultural material and multimedia activities. Students completing the course normally enter 220. Prerequisite: 101.

In an age of increased movement and connectivity, how can we envision individuals, objects, and ideas as mobile units, circulating across space, time, and media? How might we reflect on the competing forces of cultural resistance and homogenization? This Calderwood seminar challenges upper-class students in an intimate workshop setting to develop critical skills in realtion to globalization, and to build upon knowledge derived from previous coursework and experiential learning (including study abroad and internships).

Topics course: The Anthropocene has already disrupted many assumptions founded on the relative climatic stability of the Holocene bringing our attention to the interdependency and interconnectedness of geological and human agents. How can we tell the story of what Amitav Ghosh calls "The Great Derangement"? What are the languages and images which enable us to translate between the complex stratifications of nature and culture? What stories do earth, matter, plants, objects tell us about inter-species communication?

Same as TSX 330. The capstone seminar brings together a cohort of concentrators to discuss the final translation project that each student undertakes with the guidance of their adviser in the concentration and to situate the project within the framework of larger questions that the work of translation elicits. The seminar readings focus on renowned practitioners’ reflections on the difficulties and complexities of translating, the obstacles, discoveries and solutions that the translator encounters.

A study of bilingualism as a legacy of colonialism, as an expression of exile, and as a means of political and artistic transformation in recent texts from Africa and the Americas. We consider how such writers as Ngũgĩ wa Thiong’o (Kenya), Assia Djebar (Algeria), Patrick Chamoiseau (Martinique) and Edwidge Danticat (Haiti/U.S.) assess the personal and political consequences of writing in the language of a former colonial power, and how they attempt to capture the esthetic and cultural tensions of bilingualism in their work.

Topics course: A study of South African literature and film with a focus on adaptation of literary texts to the screen. We pay particular attention to the ways in which the political, economic, and cultural forces of colonialism and apartheid have shaped contemporary South African literature and film: for what purposes do South African filmmakers adapt novels, biographies and memoirs to the screen? How do these adaptations help us visualize the relationship between power and violence in apartheid and post-apartheid South Africa?

Childhood, intimately tied to social, political and cultural histories, to questions of self and national identity, entails specific crises in Africa and the African diaspora, focused on loss of language, exile and memory. How does the enforced acquisition of colonizer's language affect children as they attempt to master the codes of an alien tongue and cluture? How do narratives told from the point of view of children represent and deal with such alienation, and what are the relationships between recollections of childhood and published autobiography?