Global Arc

The major Near Eastern abd Balkan diplomatic crises, the main developments in internal Near Eastern history, and the Eastern Question as perceived by the Great Powers. The focus will be on the possible connections between diplomatic crises and the process of modernization. One three-hour seminar.

Since 9/11, madrasas have often been viewed as sites of indoctrination into Islamic radicalism. This seminar seeks to examine the broad range of institutions to which the term "madrasa" refers in modern Muslim societies, as well as other related institutions of Islamic education. Addresses the transformations they have undergone since the 19th century, and how these institutions shape and are shaped by Muslim politics in varied contexts. One three-hour seminar.

An analysis of political, economic, and social institutions with emphasis on the problems of continuity and change, the factors allowing for and limiting Ottoman expansion, and Ottoman awareness of Europe. Two 90-minute classes.

An examination of the Westernization movement; administrative reforms; Young Ottoman, Young Turk, and ethnic-nationalist movements; great diplomatic crises of the 19th and 20th centuries; emergence of modern Turkish republic; and the consequences of the Ottoman collapse. Two 90-minute classes. Offered in alternate years.

The Ottoman Empire is traditionally viewed through a paradigm which stresses its Islamic character. In keeping with this assessment its advances into southeastern Europe from the mid-fourteenth century onward are usually portrayed as stemming from a desire to expand the frontiers of the Islamic East at the expense of the Christian West. This course will present an alternative explanation: one focusing on the extent to which the early Ottomans absorbed the peoples, practices, and nobilities of the pre-existing Christian peoples of the Balkans.

Acquaints non-science majors with classical and modern neuroscience. Lectures will give an overview at levels ranging from molecular signaling to cognitive science with a focus on the neuroscience of everyday life, from the general (love, memory, and personality) to the particular (jet lag, autism, and weight loss). The laboratory will offer hands-on experience in recording signals from single neurons, examining neural structures, and analysis of whole-brain functional brain imaging data. Two 90-minute lectures, one laboratory.

A crucial part of neuroscience is understanding how function has its foundation in anatomy. This course traces neuroanatomical pathways through the central nervous system. It emphasizes the primate brain, especially the human brain. The course covers how nuclei, ganglia, and layered structures such as cortex are arranged physically in the brain, the fiber pathways by which they connect to each other, and how this connectivity relates to their function. The material will encompass systems within the brain stem, sensory systems, motor systems, higher cognitive systems, and the interconnectivity and interaction of these systems.

This is a survey course in neurobiology which takes a mechanistic and reductionist perspective to cover important topics in the field, including the physiological basis of neural excitability, sensory and motor processing, learning and memory, and neuropsychiatric diseases.

Cognitive neuroscience is a young and exciting field with many questions yet to be answered. This course surveys current knowledge about the neural basis of perception, cognition and action and will comprehensively cover topics such as high-level vision, attention, memory, language, decision making, as well as their typical and atypical development. Precepts will discuss the assigned research articles, pertaining to topics covered in class with an emphasis on developing critical reading skills of scientific literature. Two 90-minute lectures, one precept

The Neuroscience Research Experience is designed to provide sophomore students with an in-lab research experience. NEU250 is intended to be a credit-bearing grade optional P/D/F course. Students will gain research experience in the laboratory of a faculty member in the Princeton Neuroscience Institute. Students are expected to spend 10 hours per week engaged in research as outlined by the mentoring faculty. Students are also expected to attend weekly research meetings and read research papers. At the end of the semester, students will present their findings to the faculty member and research group.