邢唷> 欹'` 餜勘bjbj{P{P2::^ozzzzzzzv7v7v7v7<7|猭:8:8:8:8:8999jjjjjjj$緈h&p:;j)z薣99薣薣;jzz:8:8dk駃駃駃薣(z:8z:8j駃薣j駃駃zz駃:8.8 p|捠v7骯駃jzk0猭駃`p裪`p駃`pz駃$98 ME駃NU999;j;j鏸 999猭薣薣薣薣366zzzzzz S'Y 6仠TT,g褃y橆v2010 %fc[ z魦f http://www.yale.edu/iefp/pku-yale/ I) Course Title (Chinese): 褃f[Lu剉W TsY'` PKU Course Number: 04630460 Course Tile (English): Famous Women in Science (Seminar class) Class Length (hrs): 3 Course Credits: 3 Meeting Time: Monday 12:30-15:30 Professor: Joann SWEASY Title: Professor of Therapeutic Radiology and Genetics Note: ga 慆媱v Tf[ ,{NX鲖臺0R:W0@b g 慆媐[u剉g葉eQ 1u鸑^砆歔. eQ 悇v Tf[ TUS\1uYeKb≧U_eQ鹼邁 9hncS'Y 慆嬆墯[ f[u闟齹(W,{kQhT睌慆0 Brief Description: In this seminar we will focus on famous women in science and topics related specifically to women as members of the scientific community. We will become personally acquainted with famous women in science by learning about their scientific contributions and through reading their biographies. The personal lives of these famous women will give us a glimpse into issues that affect women in science. These include the under-representation of women in science, the culture of science, work and family, and political factors that impact participation of women in science. We will learn about these topics in detail by studying the findings of the US National Academy of Sciences and other organizations on factors that affect women in science and through discussing these topics from a variety of perspectives. This course is likely to deepen your knowledge of famous women scientists and their discoveries and lead to a realistic understanding of the barriers and challenges that women scientists face at the beginning of the twenty-first century. Course Materials (predicted) Reference books (Author/Title/Publisher/Year) It is suggested that everyone have regular access to 揘obel Prize Women in Science by Sharon Bertsch McGrayne, referred to as 揘PWS; every student should probably purchase this text. 1. Wasserman抯 introduction to The Door in the Dream, Conversations with eminent women in science, Joseph Henry Press 2. Helen M. Pycior, Nancy G. Slack, and Pnina G. Abir Am, editors, Creative Couples in the Sciences, Rutgers University Press. Chp. 1 Marie and Pierre Curie Chp. 2 Irene Curie Joliot and Frederick Joliot Chp. 3 Gerty and Carl Cori 3. Londa Schiebinger, Has Feminism Changed Science?, Harvard University Press, Chapters 1 and 3. 4. New Directions, Osiris volume 12. pgs 16 28 on Nusslein Volhard 5. Hilary Rose, Love, Power, Knowledge, Indiana University Press 6. Hubbard s essay in Nancy Tuana, editor, Feminism And Science 7. Larry Summers remarks and apology 8. Article by Professor Wu s graduate student 9. Pnina G. Abir Am and Dorinda Outram, editors, Uneasy Careers, Intimate Lives, Women in Science 1789 1979, Rutgers University Press. 10. James Watson, The Double Helix 11. Susan Quinn, Marie Curie, A Life 12. Anne Sayre, Rosalind Franklin and DNA 13. Elga Wasserman, The Door in the Dream 14. Pycior, H et al. Creative Couples in the Sciences 15. Evelyn Fox Keller, A Feeling for the Organism 16. Londa Schiebinger, Has Feminism Changed Science? 17. http://nobelprize.org is a great source for scientific discoveries of the Nobel laureates. Professor Background Joann B. Sweasy is Professor in the Department of Therapeutic Radiology and Genetics at Yale University School of Medicine. Joann is also a member of the Yale Comprehensive Cancer Center. Joann received her B.A. from Arcadia University and her Ph.D. from Rutgers University. Her research focuses on the mechanisms by which mutations are introduced into the genome and result in human diseases such as cancer. Professor Sweasy serves on the Editorial Boards of The Journal of Biological Chemistry, Cancer Research, FASEB Journal, and Mutation Research. She is also a regular participant in the peer review of grant applications for the US National Institutes of Health, the American Cancer Society, and other international funding agencies. In addition to her research, Joann mentors several graduate and undergraduate students and postdoctoral fellows. She teaches graduate students and medical residents and is an active participant in the BioStep Program, which has the goal of mentoring and encouraging underrepresented minorities to become scientists. Dr. Sweasy has published on kinetic mechanisms of DNA polymerases, meiosis, genetic variants of DNA repair genes and cancer, and the use of DNA repair as a cancer drug target. Course Requirements and Grade Breakdown: We will cover each of the following subtopics for each of the seven Famous Women: Historical background and culture; expectations for women at this time in history Family life during childhood Becoming a scientist Scientific work Career climate Family/personal life as an adult Performing science during this time period; how it was done. Assignments: 1. Everyone in the class will do the assigned reading and be prepared to engage in discussion during class. This includes asking questions and stating opinions. Class discussion counts for 20% of the final grade. 2. 4-6 Students will sign up or be assigned to research the subtopics and lead the class discussion. The background information will include the assigned readings and also readings taken from the references listed and from other sources. Questions that should be addressed in these discussions are (but not limited to): Which characteristics contributed to success? Did the working environment help or hinder success? How? Did the personal life impact the work? Why or why not? How would you compare this scientist and her environment with others we have discussed or you have read about (does not apply to Curie)? The presentation counts for 15% of the final grade. 3. Each student will prepare a review of the movie we view on Marie Curie. The review should first summarize the movie. Next, you should write your opinion of the movie. Was it an accurate presentation of the life of Curie? Why or why not? According to this movie, what positively and negatively impacted her success? Did you like the movie? If so why? If not, how could it be improved? This essay counts for 5% of the grade. 4. Each student will prepare a 10-12 page paper on a Famous Woman Scientist whom we have not discussed. Each of the subtopics, above, are to be addressed. In addition, this woman should be compared and contrasted with the women we have read about and discussed in class. The questions listed above, under presentations, should also be addressed. This counts for 30% of the grade and is due during the week of April 26 (waiting for exact dates of scheduling). 5. Each student will prepare a short children抯 book on the scientist they have written about (above, in 3). Inclusion of pictures and illustrations will make this book more interesting for children. Each student will make a short presentation of the book they have written during the last class of the semester. This counts for 30% of the grade. Final Grade 90-100% A 80-89% B 70-79% C 60-69% D 0-59% F II Course Title (Chinese): 篘{|W Of[ Course Tile (English): Human Genetics (Lecture course) PKU Course Number: 04630470 Class Length (hrs): 3 Course Credits: 3 Meeting Time: Tuesday 12:30-15:30 Professor: Joann SWEASY Title: Professor of Therapeutic Radiology and Genetics Note: ga 慆媱v Tf[ ,{NX鲖臺0R:W0 Brief Description: This course will introduce students to the basic concepts of Human Genetics. These concepts will form the foundation to discuss current issues in Human Genetics. The course is intended for students not majoring in biology or related fields. Topics included in this lecture course are chromosomes and DNA, mitosis, meiosis, mutations, cancer, the human genome project, and inheritance. Students will be expected to master these topics for use in discussions and projects that focus on current events in the field of human genetics. These include ethical and economic issues and the human genome project, therapeutic uses of stem cells and fetal tissues, genetic testing, and patenting of genetic information. After completion of the course, it is expected that students will have an understanding of the impact that recent advances in human genetics has on society and that they will have acquired the tools to make knowledgeable choices concerning their personal lives. Course Materials/ Reference books (predicted) The Textbook that will be required for this course is Human Heredity: Principles and Issues,8th Edition, 8th Edition by Michael Cummings. Published by Brookes-Cole 2009. InfoTrac will provide internet access to recent articles that can be used to prepare your summaries. The internet activities and problems at the end of each chapter may give you a clearer understanding of the material in the chapters. Professor Background Joann B. Sweasy is Professor in the Department of Therapeutic Radiology and Genetics at Yale University School of Medicine. Joann is also a member of the Yale Comprehensive Cancer Center. Joann received her B.A. from Arcadia University and her Ph.D. from Rutgers University. Her research focuses on the mechanisms by which mutations are introduced into the genome and result in human diseases such as cancer. Professor Sweasy serves on the Editorial Boards of The Journal of Biological Chemistry, Cancer Research, FASEB Journal, and Mutation Research. She is also a regular participant in the peer review of grant applications for the US National Institutes of Health, the American Cancer Society, and other international funding agencies. In addition to her research, Joann mentors several graduate and undergraduate students and postdoctoral fellows. She teaches graduate students and medical residents and is an active participant in the BioStep Program, which has the goal of mentoring and encouraging underrepresented minorities to become scientists. Dr. Sweasy has published on kinetic mechanisms of DNA polymerases, meiosis, genetic variants of DNA repair genes and cancer, and the use of DNA repair as a cancer drug target. Course Requirements and Grade Breakdown: Portfolio The portfolio will be in a three ring binder and consist of: A Table of Contents Six Summaries One Reflective Essay The Portfolio is due at the time of the Final Exam Summaries: Summaries should be at least two pages in length and summarize a recent news article. Recent is defined as no more than 12 months since publication. The topic of the recent article should focus on genetics from the point of view of a new discovery, therapy, or ethical issue. Please provide a synopsis of the article, followed by the genetic concepts that apply to the article and that you have learned about in class or in the textbook. End the summary with your critique of the quality of the article, including the style and description of the genetic concepts in the article. The course Instructor provide a grade for each summary that takes into account the content, presentation of the science based on the concepts taught in the course, the logic used to express your opinion, and grammar. The Instructor will be available during office hours to provide advice to each student. Articles may be taken from newspapers, magazines, InfoTrac. Each student will present at least one of their summaries to the class, using a powerpoint format. The presentation should be 10 minutes in length. The student may consult with the Instructor at least one week in advance of the presentation, to discuss the concepts and the presentation itself. Reflective Essay: The essay should be 2-3 pages in length. The goal is to describe what you have learned in the course with regard to science, writing and summarizing, and presentation skills. You should also include how the concepts learned about in the course impact you. Finally, include any way in which your opinion of science and scientific research has changed as a result of this course. Exams will consist of both multiple choice and essay questions. Grading Exam I 50 points Exam II 50 points Exam III 50 points Final Exam 100 points Summaries 50 points Portfolio 350 points (sum of the summary grades + reflective essay) Activities (cases and problems) 120 points (one assignment for each lecture) Attendance and class participation 10 points Total 780 points Final Grade 90-100% A 80-89% B 70-79% C 60-69% D 0-59% F III) Course Title (Chinese): 縺$v 陙珟MQ玼孴鹹 i PKU Course Number: 04630490 Course Tile (English): Seminar on Cancer, Autoimmunity and Transplantation (Seminar Course) Class Length (hrs): 3, Course Credits: 3 Meeting Time: Thursday 12:30-15:30 Professor: Alfred L.M. Bothwell Title: Professor of Immunobiology Note: Note: ga 慆媱v Tf[ ,{NX鲖臺0R:W0@b g 慆媐[u剉g葉eQ 1u鸑^砆歔. eQ 悇v Tf[ TUS\1uYeKb≧U_eQ鹼邁 9hncS'Y 慆嬆墯[ f[u闟齹(W,{kQhT睌慆0 Brief Description: In this seminar we will focus on general principles of these common major diseases, autoimmunity and cancer. All of these medical problems are significantly affected by the immune system. This course will not cover basic mechanisms in cellular transformation leading to carcinogenesis. This course is intended for students that are not necessarily biology majors but are interested in a mechanistic overview of these diseases involving the immune system. Studies of these diseases will be targeted to outline the basic biologic mechanisms employed by the immune system. B and T lymphocytes employ distinct mechanisms to regulate tolerance or reactivity to self and these basic mechanisms will be examined. Comparisons of type 1 diabetes, lupus and multiple sclerosis will made. It is clear that inflammation can significantly influence cancer progression. A current understanding of inflammatory bowel disease and colon cancer as well as melanoma will focus on common immunologic mechanisms. Course Materials/ Reference books (predicted) 1. The Textbook that will be required for this course is "Janeway抯 Immunobiology ", by Kenneth Murphy, Paul Travers, and Mark Walport. (Garland Science, Taylor & Francis Group, LLC.), Seventh Edition, 2008. The Biology of Cancer by Robert Weinberg (Garland Science, Taylor & Francis Group, LLC.),. Professor Background Alfred L.M. Bothwell is Professor in the Department of Immunobiology and a member of the Interdepartmental Programs Human Translational Immunology and Program in Vascular Biology and Therapeutics and a member of the Yale Comprehensive Cancer Center at the Yale University School of Medicine. He received his A.B. from Washington University and his Ph.D. from Yale University. His research includes the development of humanized mouse models to study interactions of the human immune system in vascular inflammation, autoimmune diseases and cancer. Studies in murine models also address the regulatory role of T lymphocyte populations in models of inflammation, autoimmunity and cancer. In his role as Director of Graduate Studies he also oversees approximately 60 PhD and MD/PhD students in Immunology. He is also an active member of the Steering Committee to foster the development of the Yale-China Scholarship Council PhD Program. Dr. Bothwell has published on mechanisms of antibody diversity, Tcell receptor structure/function, complement regulatory proteins, humanized mouse models of inflammation, regulatory T cells and Th17 cells in autoimmunity and neuropsychiatric diseases. Course Requirements and Grade Breakdown: Each student is required to read the assigned chapters of the book and research review articles. Problem sets. There will be three take home problems sets. Mid-term exam will consist of both multiple choice and essay questions. Student presentations. The last two class sessions will consist of student presentations on an approved topic of their choice. Each student will present, using a power point format. The presentation should be 10 minutes in length. The student may consult with the Instructor at least one week in advance of the presentation, to discuss the concepts and the presentation itself. Final paper. This final written paper will be on the same topic as the oral presentation. Grading In class discussion: 25% of grade Midterm paper: 25% of grade Final paper: 25% of grade Oral presentation of research papers: 25% Final Grade 90-100% A 80-89% B 70-79% C 60-69% D 0-59% F IV) Course Title (Chinese): MQ玼f[ PKU Course Number: 04630500 Course Tile (English): Immunity and Infection (Lecture Course) Class Length (hrs): 3, Course Credits: 3 Meeting Time: Wednesday 9:00-12:00 Professor: Alfred L.M. Bothwell Title: Professor of Immunobiology Note: ga 慆媱v Tf[ ,{NX鲖臺0R:W0 Brief Description: This course will introduce students to the basic concepts and organization of the immune system and the nature of the responses to infections. These concepts will form the foundation to discuss current issues in understanding the immune response to infection. The course is intended for students not majoring in biology or related fields. The immune system is a complex and integral component of mammals. It must distinguish foreign viruses or bacteria from self structures and remove pathogens while sparing itself as well as commensal bacteria.The development and cellular and molecular mechanisms of recognition will be covered. Effector responses and autoimmune mechanisms will be compared. Issues relevant to viral (e.g., influenza, HIV West Nile Virus) and parasite infections will be studied with some historical perspective. Course Materials/ Reference books (predicted) 1. The Textbook that will be required for this course is "Janeway抯 Immunobiology ", by Kenneth Murphy, Paul Travers, and Mark Walport. (Garland Science, Taylor & Francis Group, LLC.), Seventh Edition, 2008. The Biology of Cancer by Robert Weinberg (Garland Science, Taylor & Francis Group, LLC.),. Professor Background Alfred L.M. Bothwell is Professor in the Department of Immunobiology and a member of the Interdepartmental Programs Human Translational Immunology and Program in Vascular Biology and Therapeutics and a member of the Yale Comprehensive Cancer Center at the Yale University School of Medicine. He received his A.B. from Washington University and his Ph.D. from Yale University. His research includes the development of humanized mouse models to study interactions of the human immune system in vascular inflammation, autoimmune diseases and cancer. Studies in murine models also address the regulatory role of T lymphocyte populations in models of inflammation, autoimmunity and cancer. In his role as Director of Graduate Studies he also oversees approximately 60 PhD and MD/PhD students in Immunology. He is also an active member of the Steering Committee to foster the development of the Yale-China Scholarship Council PhD Program. Dr. Bothwell has published on mechanisms of antibody diversity, Tcell receptor structure/function, complement regulatory proteins, humanized mouse models of inflammation, regulatory T cells and Th17 cells in autoimmunity and neuropsychiatric diseases. Course Requirements and Grade Breakdown: Each student is required to read the assigned chapters of the book and research review articles. Problem sets. There will be three take home problems sets. Mid-term exam will consist of both multiple choice and essay questions. Student presentations. The last two class sessions will consist of student presentations on an approved topic of their choice. Each student will present, using a power point format. The presentation should be 10 minutes in length. The student may consult with the Instructor at least one week in advance of the presentation, to discuss the concepts and the presentation itself. Final paper. This final written paper will be on the same topic as the oral presentation. Grading Problem sets: There will be three sets of take home problems requiring written responses. 15% of grade In class discussion/proposal of 3 topics. 15% of grade Midterm exam: 30% of grade Final paper 8-10 pages: 25% of grade Presentation of Final paper topic: 15% Final Grade 90-100% A 80-89% B 70-79% C 60-69% D 0-59% F V) Course Title (Chinese): n+gfR噀S騍 PKU Course Number: 04630480 Course Tile (English): Making China Modern (Seminar Course) Class Length (hrs): 3, Course Credits: 3 Meeting Time: Thursday 9:00-12:00 Professor: Antonia Finnane Title: Professor of History Note: ga 慆媱v Tf[ ,{NX鲖臺0R:W0 eQ 悇v Tf[ TUS\1uYeKb≧U_eQ鹼邁 9hncS'Y 慆嬆墯[ f[u闟齹(W,{kQhT睌慆0 Brief Description: The course explores cultural change in Chinese history through a focus on urban life, material culture and the arts, with particular reference to the transitional period from the end of the last imperial dynasty through to the eve of World War II. This was a period of political turbulence, marked by civil wars and foreign aggression, but it was also a period of great creativity in every field, from industry and finance through to literature and architecture. Social institutions from the family to the school underwent profound changes. The Chinese Communist Party was founded in this period, and China's first Olympics team was formed as well. Students taking this subject will be exposed to historical materials bearing on cultural change in a variety of areas including urban planning, painting, film, fashion and the family. We will be considering what it means to describe these cultural products as premodern or modern, and why this question is important in the writing of history. Museums, art galleries and historical sites in Beijing will provide an important learning resource as the class explores the meanings of  modern in this critical period. Course Materials (predicted) Reference books (Author/Title/Publisher/Year) 1. John K. Fairbank, The Great Chinese Revolution, 1800  1985, 0O'Y剉-N齎i梷T 0, Harper and Row, Any edition 2. Madeleine Yue Dong, Republican Beijing: The City and its Histories, Berkeley: University of California Press, 2003 3. Jo-Anne Birnie Danzker et al., eds, Shanghai Modern, 1919-1945, Hatje Cantz, 2004 4. Pa Chin (Ba Jin), Family, Foreign Languages Press, Any edition 5. Karl Gerth, Made in China, Cambridge, Mass: Harvard East Asian Monographs, 2005 6. Laing, Ellen Johnston, Selling Happiness: Calendar Posters and Visual Culture in Early-Twentieth- Century China, Honolulu: University of Hawaii Press, 2004 7. Kuo, Jason ed., Visual Culture in Shanghai 1850s-1930s, Washington, DC: New Academia, 2007 8. ZHANG Yingjin, Cinema and Urban Culture in Shanghai, Stanford University Press, 1999 9. Maxweill Hearn and Judith Smith, eds, Chinese Art: Modern expressions, Metropolitan Museum of Art, 2000 10. Qin Shao, Culturing Modernity: The Nantong Model, Stanford Unviersity Press, 2000 11. Joseph Esherick, Remaking The Chinese City: Modernity And National Identity, 1900-1950, Honolulu: University of Hawaii Press, 2000 12. Zwia Lipkin, Useless to the State, Cambridge, Mass: Harvard East Asian Monographs, 2004 Professor Background Professor Finnane is Professor of Chinese History, University of Melbourne. She is interested in the social history and material culture of China over the last five hundred years. She has published articles and books in urban history, with particular reference to Yangzhou; on the history of clothing and fashion in China; and on the Jewish refugee community in Shanghai. Her current research concerns consumption in late imperial China, with a particular focus on shops and shopping. Research interests: social and cultural history of China, late imperial to contemporary times. Education: history and Chinese language to Ph.D. level, at institutions in Australia and China. Career highlight: Awarded the 2006 Joseph Levenson Book Prize for a work pre-1900 China, a prize administered by the Association for Asian Studies (USA) in recognition of a sole-authored book, Speaking of Yangzhou: A Chinese City 1550-1850 (Cambridge: Harvard University Asia Center, 2004). Current research: 揅onsumption in Late Imperial China, funded by an ARC Discovery Grant, 2006-8. Current services to the profession: Journal of Asian Studies (USA) associate editor, pre-1898 China; Asia Studies Review (Australia) associate editor, China; The Encyclopedia of Modern China, a Thomson and Gale project, associate editor. Current teaching: Chinese history and historical theory. Course Requirements and Grade Breakdown: Classes: This is a seminar subject. The class meets once a week for three hours Assessment; Site report (mid-term paper); research paper; end-of-term exam. 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The course supposes no prior knowledge of Chinese history or culture: it begins simply with an introduction to the historical figure of Confucius, his writings, historical importance, and present-day relevance. Having grappled with the question, 搘hat is Confucianism?, the class will go on to consider another question: 搘hy has Confucianism both been blamed as the cause of China抯 慴ackwardness and praised as the secret of China抯 economic success? The focus of study is on commerce and its practitioners in the last halfmillennium, from the commercial revolution in the late Ming dynasty (16th century) to the consumer revolution of present times; and on the associated ideological environments, from heterodoxy in the late Ming to Confucian revivalism now. The major problem under consideration is the ascribed relationship between culture and the economy in historical and contemporary writings. The subject objectives are: to expose students to the history of commerce in China, with specific reference to cultural values in relation to commerce; to invite their intellectual engagement in this history; to develop critical thinking skills in relationship to common categories of analysis such as 揷ulture and 揺conomy, and to build writing skills through regular written work submitted as part of the assessment. Course Materials (predicted) Reference books (Author/Title/Publisher/Year) 1. David Faure, China And Capitalism: A History of Business Enterprise in Modern China, Hong Kong University Press, MIT Press, 2006 2. Max Weber, The Religion of China, Free Press, Any edition 3. Yeh Wen-hsin, Shanghai Splendor: Economic Sentiments and the Making of Modern China, 1843-1949, University of California Press, 2007 4. Madeleine Zelin, The Merchants of Zigong: Entrepreneurship in Early Modern China, Columbia University Press, 2005 5. Richard Lufrano, Honorable merchants: Commerce and Self-Cultivation in Late Imperial China, University of Hawaii Press, 1997 6. Gary Hamilton, Commerce and Capitalism in Chinese Society, Routledge, 2006 7. Wu Jingzi, The Scholars (Rulin waishi), Routledge, 2006 8. James Legge, trans, Confucian Analects, Dover Publications, 1971 9. R. Ampalavanar Brown, Chinese Business Enterprise: Critical Perspectives on Business and Management, Routledge, 1996 10. Sherman Cochran, Chinese Medicine Men, Harvard University Press, 2006 Professor Background Professor Finnane is Professor of Chinese History, University of Melbourne. She is interested in the social history and material culture of China over the last five hundred years. She has published articles and books in urban history, with particular reference to Yangzhou; on the history of clothing and fashion in China; and on the Jewish refugee community in Shanghai. Her current research concerns consumption in late imperial China, with a particular focus on shops and shopping. Research interests: social and cultural history of China, late imperial to contemporary times. Education: history and Chinese language to Ph.D. level, at institutions in Australia and China. Career highlight: Awarded the 2006 Joseph Levenson Book Prize for a work pre-1900 China, a prize administered by the Association for Asian Studies (USA) in recognition of a sole-authored book, Speaking of Yangzhou: A Chinese City 1550-1850 (Cambridge: Harvard University Asia Center, 2004). Current research: 揅onsumption in Late Imperial China, funded by an ARC Discovery Grant, 2006-8. Current services to the profession: Journal of Asian Studies (USA) associate editor, pre-1898 China; Asia Studies Review (Australia) associate editor, China; The Encyclopedia of Modern China, a Thomson and Gale project, associate editor. Current teaching: Chinese history and historical theory. Course Requirements and Grade Breakdown: Classes: The class meets once a week for three hours. 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